Experimental-group students taught with the hybrid CFC-analogy-template approach scored significantly higher than control-group students on the overall posttest (ProKT)¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After a 10-week intervention, the experimental group (M: 58.90; SD: 15.26) outperformed the control group (M: 46.63; SD: 14.28) on the ProKT posttest, t(74)=3.825, p<0.05. → Çakiroğlu 2013
Evidence¶
Çakiroğlu 2013¶
Çakiroğlu, Ü. (2013). Using a hybrid approach to facilitate learning introductory programming. The Turkish Online Journal of Educational Technology, 12(1), 161-177. https://eric.ed.gov/?id=EJ1008878
q2 · i? · causal · r2
Quasi-experimental comparison of two naturally occurring groups of 38 second-year students each over one semester; independent-samples t-test on total ProKT scores favored the experimental group. The article reports "t(74): 3.825, p: 0.000<0.05"; no effect size is printed.
"A statistically significant difference between the mean posttest (ProKT) scores of the EG (M: 58.90; SD: 15.26) and CG (M: 46.63; SD: 14.28) groups was found (t(74): 3.825, p: 0.000<0.05)."
Discussion¶
Related Claims¶
- Experimental-group students who used all three approaches in their posttest answers tended to earn higher scores — related
- The hybrid approach produced a significant advantage in the problem-solving domain but not in the conceptual-understanding domain — a narrower finding that bears on this claim
- Undergraduate students taught organic chemistry with an analogy instructional strategy achieved significantly higher post-test scores than students taught by traditional lecture methods — related
- Classroom observations showed experimental students readily adopted the three approaches but still made mistakes with abstract concepts and problem decomposition — related
- The experimental and control groups did not differ significantly in programming knowledge at pretest — related
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