Regulation-of-learning interventions in programming education show an average effect of 0.59 on programming learning¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? A random-effects meta-analysis of seven intervention studies yielded an average effect of 0.59 (C.I. [0.28, 0.89]). → Leonardo Silva 2023
Evidence¶
Leonardo Silva 2023¶
Leonardo Silva, António Mendes, Anabela Gomes, Gabriel Fortes. (2023). Fostering regulation of learning processes among programming students using computational scaffolding. Intern. J. Comput.-Support. Collab. Learn (2023) 18:67–100. https://doi.org/10.1007/s11412-023-09388-y
q3 · i? · causal · r2
Random-effects meta-analysis of studies from three systematic reviews of regulation-grounded interventions in programming education, with "a total sample size of 844 students": "an average effect of 0.59 with a confidence interval (C.I) of [0.28, 0.89]". The article prints the pooled estimate but does not label it with a standardized-effect-size symbol, so impact is coded null.
"The findings point to an average effect of 0.59 with a confidence interval (C.I) of [0.28, 0.89], which is consistent with the effect size of SRL interventions in other domains"
Discussion¶
Related Claims¶
- Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
- Publication bias is unlikely to explain the consistency of SRL intervention effect sizes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
regulation-interventions-programming-average-effect |
title |
Regulation-of-learning interventions in programming education show an average effect of 0.59 on programming learning |
description |
Regulation-of-learning interventions in programming education show an average effect of 0.59 on programming learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — leonardo-silva-2023 |
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