The roadmap-based blended learning methodological system is associated with statistically valid improvement in diagnostic-group results from the beginning to the end of the experiment, while control-group change was random¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Differences between the diagnostic group's results at the beginning and upon completion of the experiment are statistically valid with credibility over 95%, while beginning differences between diagnostic and control groups were random. → Andreeva et al. 2018 q2 i? In frequency tables of results, the diagnostic group's high-interval share rose from 46.53% to 65.35% while the control group's rose from 30.43% to 47.83%. → Andreeva et al. 2018 (2)

Evidence¶

Andreeva et al. 2018¶

Nadezhda M. Andreeva, Ivan P. Artyukhov, Elena G. Myagkova, Nikolay I. Pak, Zhamilya K. Akkasynova. (2018). Organizing Blended Learning for Students on the Basis of Learning Roadmaps. Journal of Social Studies Education Research, 9(2), 47-64. https://eric.ed.gov/?id=EJ1181973

q2 · i? · causal · r1

Pedagogical experiment within actual academic process teaching computer science at SFU, KrasSMU, KSPU and KazNPU; a diagnostic group of 101 first-year students used the roadmap system while a control group of 23 did not. Pearson's chi-squared test and the G-test of signs at the 95% confidence level were used; the article reports the pre-post distinction as "statistically valid with credibility level of over 95%" and no effect size is printed.

"Meanwhile, the distinctions between the diagnostic group's characteristics as of the beginning of the experiment and upon completion of the experiment are statistically valid with credibility level of over 95%."

Andreeva et al. 2018 (2)¶

Nadezhda M. Andreeva, Ivan P. Artyukhov, Elena G. Myagkova, Nikolay I. Pak, Zhamilya K. Akkasynova. (2018). Organizing Blended Learning for Students on the Basis of Learning Roadmaps. Journal of Social Studies Education Research, 9(2), 47-64. https://eric.ed.gov/?id=EJ1181973

q2 · i? · causal · r1

Descriptive frequency-table statistics from the same experiment: the diagnostic group's high assessment interval rose from 46.53% to 65.35% and the control group's from 30.43% to 47.83%, as printed in Table 1. These are descriptive percentages; no standardised effect size is reported for the contrast.

"Table 1 gives frequency series of results of learning for both CG and DG – the statistics of CG and DG "as of the beginning" and "upon completion" of the experiment."

Discussion¶

Related Claims¶

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• Students taught with the task-based robotics methodology formed cross-professional competences at a statistically higher level than students taught traditionally — related
• Argumentation levels of ADI students rise by the end of treatment while control group levels stay unchanged — related