A combination of human facilitators and well-constructed tutorials has the potential to improve girls' self-study skills and prepare them to become more independent learners¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? With minimal synchronous instruction, girls autonomously explored provided resources and self-taught coding skills through tutorials. → Li 2024

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 · r2

Authors' interpretation in the Discussion of the case study, grounded in observations that girls received minimal synchronous instruction and self-taught via tutorials, with most parents reporting they did not assist with coding. The article hedges with "has the potential of"; no effect size is printed.

"The results of this study suggest that a combination of human facilitators and well-constructed tutorials has the potential of improving girls' self-study skills and preparing them to become more independent learners."

Discussion¶

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
• Minimal guidance is less effective for novices than explicit instruction — related
• Human tutoring has a medium effect over no tutoring, and in one small study students learned as well when tutors only prompted them as when tutors also explained and gave feedback — related
• In one extreme case, two sixth-graders with a choice-rich, ungraded STEAM infrastructure extended a game-design challenge into a year-long self-directed project well beyond its designed scope — related