The 45-minute prompting lesson significantly increased prompting self-efficacy relative to a business-as-usual control lesson¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2026 · 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.
q3 i? The Time × Condition interaction was statistically significant for prompting self-efficacy (B = 1.349, 95% CI [0.139, 2.559], p = 0.029), with experimental students gaining about 1.35 points more on a 10-point scale than control students. → Keith Tran 2026
Evidence¶
Keith Tran 2026¶
Keith Tran, Samiha Marwan, and Thomas Price. (2026). Teaching Prompt-Based Programming with LLMs: A 45-Minute Lesson with Guided Practice for End-User Programmers. https://arxiv.org/abs/2606.30547 doi:10.48550/arxiv.2606.30547
q3 · i? · causal · r2
Linear mixed-effects model on prompting self-efficacy (0–10 scale) from 106 observations across 53 students in the randomized session-controlled study; both groups also showed a main effect of Time (B = 2.187, p < 0.001).
"The interaction between Time and Condition was statistically significant (𝐵 = 1.349, 95% CI [0.139, 2.559],𝑝 = 0.029), indicating that students in the experimental group reported significantly higher prompting self-efficacy gains than those in the control group."
Discussion¶
Related Claims¶
- Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies — the general claim this finding bears on, with the studies behind it
- A 45-minute prompt-based programming lesson produced greater pre-to-post gains in Promptly problem solving than a code-tracing control, though not statistically significant — related
- Prior programming experience significantly predicted Promptly task performance and prompting self-efficacy — related
- Prompts increased learners' self-efficacy during learning within the prompted group but did not produce between-group differences at mid-learning or post-learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
prompting-lesson-raises-self-efficacy |
title |
The 45-minute prompting lesson significantly increased prompting self-efficacy relative to a business-as-usual control lesson |
description |
The 45-minute prompting lesson significantly increased prompting self-efficacy relative to a business-as-usual control lesson |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-11 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — keith-tran-2026 |
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