Girls in the online E-5C-guided clubs showed significant pretest-to-posttest gains in creativity, critical thinking, and overall computational thinking, but not in algorithmic thinking, cooperativity, or problem solving¶

Claim · All claims
Evidence · 1 study (4 entries) · design r3 · q2
Currency · newest study 2024 · checked against its sources 2026-10-28 (automated, 4 of 4 entries) · not reviewed by a person

Subclaims¶

q2 i? Creativity scores improved significantly from pretest (M = 4.0, SD = .49) to posttest (M = 4.2, SD = .51), t(87) = 1.83, p = .035. → Li 2024 q2 i? Critical thinking scores increased significantly from pretest (M = 4.0, SD = .52) to posttest (M = 4.2, SD = .56), t(148) = 2.29, p = .012. → Li 2024 (2) q2 i? Overall CT scores improved significantly from pretest (M = 3.7, SD = .35) to posttest (M = 3.8, SD = .35), t(156) = 1.92, p = .029. → Li 2024 (3) q2 i? Problem solving showed no significant change (p = .210), and algorithmic thinking and cooperativity were also non-significant. → Li 2024 (4)

Evidence¶

Li 2024¶

Li, Q., Moallem, M., Boettinger, J., Cai, Q., & Levi, M. (2024). An educational model of equity and computing: a study of marginalized student experience during COVID pandemic. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10443-0

q2 · i? · design · r3

Independent t-tests of pre/post CT attitude survey scores (adapted from Korkmaz et al., 2017) in the mixed-methods case study of the online GWC clubs. The article reports "significantly improved from pretest" with the printed statistics; no effect size is printed.

"The Creativity scores were significantly improved from pretest (M = 4.0, SD = .49) to the posttest (M = 4.2, SD = .51), t (87) = 1.83, p = .035."

Li 2024 (2)¶

Li, Q., Moallem, M., Boettinger, J., Cai, Q., & Levi, M. (2024). An educational model of equity and computing: a study of marginalized student experience during COVID pandemic. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10443-0

q2 · i? · design · r3

Same pre/post CT survey analysis in the Results section. The article reports a "significant increase" with t(148) = 2.29, p = .012; no effect size is printed.

"Similarly, the Critical Thinking results demonstrated a significant increase from pretest (M = 4.0, SD = .52) to the posttest (M = 4.2, SD = .56), t (148) = 2.29, p = .012."

Li 2024 (3)¶

Li, Q., Moallem, M., Boettinger, J., Cai, Q., & Levi, M. (2024). An educational model of equity and computing: a study of marginalized student experience during COVID pandemic. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10443-0

q2 · i? · design · r3

Overall CT category of the same pre/post survey analysis, reported in Results with t(156) = 1.92, p = .029; the article prints no effect size.

"Overall, the CT scores were significantly improved from pretest (M = 3.7, SD = .35) to the posttest (M = 3.8, SD = .35), t (156) = 1.92, p = .029."

Li 2024 (4)¶

Li, Q., Moallem, M., Boettinger, J., Cai, Q., & Levi, M. (2024). An educational model of equity and computing: a study of marginalized student experience during COVID pandemic. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10443-0

q2 · i? · design · r3

Table 2 row of the same pre/post t-test analysis: problem solving pretest M = 3.1 (SD .66), posttest M = 3.0 (SD .76), t = −.808, df = 147, p = .210 — not significant; equivalence was not tested. Algorithmic thinking (p = .142) and cooperativity (p = .462) were also non-significant.

"Problem Solving 3.1 (.66) 3.0 (.76) − .808 147 .210"

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it
• Problem Solving — outcome: instruction changes it

Related Claims¶

• Access to opportunities is critical to promote equity in computing, per the study's examination of marginalized girls' experience during the COVID pandemic — related
• Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment — related
• Prior research found CREACT significantly improved creative performance on poem and story tasks but had a low effect on a paradox task — related
• AI-supported PBL students reported higher computational thinking on a self-report scale than traditional-lecture students, controlling for pretest scores — related