Project scores were comparable between conditions except the fifth project, where the control group scored higher¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · 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? No significant grade difference appeared in the first four projects (p > 0.05), but in the fifth project the control group outperformed the experimental condition (U = 30.5, p = 0.015). → Tsompanoudi et al. 2015
Evidence¶
Tsompanoudi et al. 2015¶
Despina TSOMPANOUDI, Maya SATRATZEMI, Stelios XINOGALOS. (2015). Distributed Pair Programming Using Collaboration Scripts: An Educational System and Initial Results. Informatics in Education. https://doi.org/10.15388/infedu.2015.17
q2 · i? · causal · r2
Mann-Whitney tests on the five submitted programming assignments in the 24-pair evaluation. The article notes "the performance of two groups declined significantly in the last project" in the experimental condition, affecting overall performance.
"In the first four projects no significant difference between the grades (p > 0.05) was found, but in the fifth project the test revealed that students of the control group performed better than the experimental condition (U = 30.5, p = 0.015)."
Discussion¶
Related Claims¶
- After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed. — related
- Ninth-grade students taught Newton's Laws through project-based learning game techniques scored significantly higher on a concept achievement post-test than students taught by traditional methods — related
- Seventh-grade students taught statistics through project-based learning achieved higher learning outcomes than students taught with conventional learning — related
- Both project-based groups (magazine and wall newspaper) significantly outperformed the control group on reading comprehension, with the largest mean difference between the wall newspaper group and the control group — reports the opposite
- Project-method learners significantly outperformed control learners on the final test's reproduction-level questions — reports the opposite
- Structured collaboration did not influence assignment completion time compared to free collaboration — related
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