In the projective-recursive history of computer science course, 90% of senior students overcame the 100-point credit limit two weeks before the deadline, though only 5% initially planned the credit-securing website route¶

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 · overdue for a recheck since 2021: local conditions change quickly

Subclaims¶

q2 i? Two weeks ahead of the credit deadline, 90% of students had overcome the required limit of 100 points in the roadmap-based course. → Andreeva et al. 2018 q2 i? Only 5% of students planned the creation of a website which ensures getting the credit; the majority opted for the teacher's expert variant. → 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? · design · r2

Experience report of the course "History of computer science" for 4th-year bachelor's students of the physics and mathematics profile at KSPU and KazNPU, with online-broadcast lectures and individual learning roadmaps. The article reports descriptively that 90% overcame the 100-point limit two weeks before the deadline; no inferential test or effect size is printed.

"Two weeks ahead of the credit deadline, it was already 90% of students who overcame the required limit of 100 points."

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

In the same course, roadmaps differed in scope: the majority opted for the teacher's expert variant of attending lectures and seminars with low-value backup measures, while the article reports "It was only 5% o f the students who planned the creation of a website". Student feedback described the strategy as fairly effective.

"It was only 5% o f the students who planned the creation of a website which ensures getting the credit."

Discussion¶

Related Claims¶

• Applying learning roadmaps across universities showed junior students lack readiness for self-educational activity in blended learning, while senior students embrace blended learning principles yet prefer traditional forms — related
• The weekly closed-book gate was attainable: 80.1% of recorded student-test observations reached the 100-point credit cap — related