Well-structured PS instruction improved learners' PS perceptions on PSI total, Problem Solving Confidence and Approach-Avoidance Style, but not Personal Control¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? The PS group scored significantly better than the control group on PSI total, PSC and AAS scores (lower scores indicate greater perceived PS ability). → Uysal 2014 q3 i? There was no statistically significant difference between the groups on the Personal Control (PC) factor. → Uysal 2014 (2)

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

Mann-Whitney tests on an adapted Problem Solving Inventory (the original has 35 items, including 3 fillers; seven poorly loading items were excluded after a confirmatory factor analysis with 90 students) administered to 433 students at course end; experimental n=219, control n=214. The article reports significant differences on PSI total, PSC and AAS but "not for the PC score". No effect sizes printed.

"there was enough evidence to conclude that there were statistically significant differences between the groups for the PSI, PSC, AAS scores ( PSI: z= -2,634, p<.05; PSC: z= -2,021, p<=.05; AAS: z= -2,222, p<.05); but not for the PC score (PC: z= -1,183, p> .05)"

Uysal 2014 (2)¶

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

Same posttest-only quasi-experiment; the PC factor (z=-1,183, p=.237) showed no significant group difference. The authors note students "did not perceive a great deal of emotional and behavioral control" because instructors still guided and supported learners. Equivalence was not tested.

"However, the results indicated no statistically significant difference between the groups according to (d) their personal control on PS process (PC score)."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Academic achievement in the CP course did not correlate with problem-solving perceptions — related
• Web-supported well-structured problem-solving instruction produced higher academic achievement in an introductory C programming course than web-supported traditional instruction — related