Girls produced 34 comprehensive PSAs and dozens of mini-Scratch projects, providing project-based evidence of computing knowledge gain¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Girl-produced artifacts included 34 comprehensive PSAs and dozens of mini-Scratch projects in formats ranging from animations to sophisticated games. → 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 · r3

Project artifact analysis in the Results section of the case study, where Scratch projects were assessed by complexity (comprehensive projects used 4 or more coding features). The article prints the count of 34 comprehensive PSAs; no effect size applies.

"A total of 34 comprehensive PSAs and dozens of mini-Scratch projects focusing on various topics (e.g., netiquette) with diverse formats ranging from animations to sophisticated games were created."

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
• Beyond cognitive gains, the experience increased girls' interest in computing and confidence, and fostered work ethics, perseverance, social development, digital citizenship, and independent learning — related
• No significant gender differences in knowledge pretest scores or learning gains after Web-based collaborative inquiry — related
• Female low achievers from the general track started with the lowest knowledge scores but achieved the highest learning gains in Web-based collaborative inquiry — related