Web-supported well-structured problem-solving instruction produced higher academic achievement in an introductory C programming course than web-supported traditional instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · 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? First-year students taught with the web-supported well-structured PS method scored significantly higher on the CP achievement posttest than students taught with the web-supported traditional method. → Uysal 2014
Evidence¶
Uysal 2014¶
Uysal, M. P. (2014). Improving First Computer Programming Experiences: The Case of Adapting a Web-Supported and Well-Structured Problem-Solving Method to a Traditional Course. Contemporary Educational Technology, 5(3), 198-217. https://doi.org/10.30935/cedtech/6125
q3 · i? · causal · r2
Quasi-experimental posttest-only study with control group; 18 sections cluster-randomly assigned, 219 PS-group and 214 control students. Mann-Whitney test on the 20-item achievement posttest showed the experimental group mean (82,46) exceeded the control mean (79,83); "a statistically significant difference was found". No effect size printed.
"As a result, a statistically significant difference was found in the academic achievements at the α = .05 level of significance (z= -3,211; p< .05). It is possible to state that the learners instructed by the web-supported PS method displayed higher academic performances"
Discussion¶
Related Claims¶
- Academic achievement in the CP course did not correlate with problem-solving perceptions — related
- Well-structured PS instruction improved learners' PS perceptions on PSI total, Problem Solving Confidence and Approach-Avoidance Style, but not Personal Control — 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
- Mobile learning applications improve undergraduate academic achievement compared with traditional lecture-based instruction — a broader claim this one bears on
- ANCOVA of post-test scores covarying pre-test scores confirms the ITS group outperformed the face-to-face group — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.