Programming students who receive computational regulatory scaffolding achieve higher course grades than students who receive no regulatory support¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2023 · 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? In a single-blind randomized controlled trial, students who received regulatory support achieved higher course grades than the control group. → 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
Single-blind randomized controlled trial (n = 71) over ten weeks in an online introductory programming course, testing whether regulatory support raised grades: "students who received regulatory support achieved higher course grades than the control group". No effect size is printed in the supplied text.
"The findings revealed that students who received regulatory support achieved higher course grades than the control group."
Discussion¶
Related Claims¶
- Only students receiving SSRL and co-regulation support achieved superior performance in collaborative programming activities — related
- The intervention did not increase students' SRL aptitude, yet supported higher course grades — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
regulatory-scaffolding-higher-programming-course-grades |
title |
Programming students who receive computational regulatory scaffolding achieve higher course grades than students who receive no regulatory support |
description |
Programming students who receive computational regulatory scaffolding achieve higher course grades than students who receive no regulatory support |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
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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