Sixth-grade students taught with robotic cooperative learning scored significantly higher on critical-thinking posttest items than students taught with problem-based learning¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The RCL group's critical-thinking posttest mean (11.21) exceeded the PBL group's (7.63), a difference the t-test found significant (t=3.23, p=.001). → Mosley 2016

Evidence¶

Mosley 2016¶

Mosley, P., Ardito, G., & Scollins, L. (2016). Robotic Cooperative Learning Promotes Student STEM Interest. American Journal of Engineering Education, 7(2). https://eric.ed.gov/?id=EJ1131333

q2 · i? · causal · r1

Pseudo-experimental comparison of two intact sixth-grade classes (45 PBL, 49 RCL) with pretest as covariate. Table 4 prints critical-thinking means of 7.63 (PBL) vs 11.21 (RCL), t=3.23, p=.001***; the article reports students "performed significantly better on the critical-thinking test".

"The results of the test scores indicated that girls who participated in RCL had performed significantly better on the critical-thinking test than students who studied PBL."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• ANCOVA on posttest scores yielded a significant F-value favoring RCL, though the article also reports a non-significant ANCOVA F-value — related
• RCL and PBL groups did not differ significantly on drill-and-practice posttest items — related
• Effects of P(j)BL on CT are mixed across studies, with positive, null, and negative findings reported — related
• Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment — related