The experimental and control groups did not differ significantly in programming knowledge at pretest¶
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? Pretest means were similar (EG M: 48.29; SD: 13.47; CG M: 50.52; SD: 11.96) with no significant difference on the independent t-test, indicating similar backgrounds before the intervention. → 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
Three open-ended pretest questions administered to both groups before the 10-week intervention; the article reports no significant difference between groups (t(74): -7.66, p: 0.446>0.05 as printed in Table 5). No effect size is printed.
"The mean scores of the pretest were found to be simi lar between the two groups: EG (M: 48.29; SD: 13.47) and CG (M: 50.52; SD: 11.96)."
Discussion¶
Related Claims¶
- Experimental and control groups were statistically equivalent on religious-concepts pretest before the intervention — related
- Experimental-group students taught with the hybrid CFC-analogy-template approach scored significantly higher than control-group students on the overall posttest (ProKT) — related
- The hybrid approach produced a significant advantage in the problem-solving domain but not in the conceptual-understanding domain — related
- TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency — related
- Groups were equivalent in mathematics achievement before the application — related
- The two groups did not differ significantly in idiom knowledge at pretest — related
- U-learning and E-learning groups were statistically equivalent at pretest before the intervention — related
- Post-test means favoured the prior knowledge questions group over the control group — related
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