Neither experimental nor control groups' programming knowledge developed significantly during the robot-based semester¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental group programming test scores did not change significantly from pre-test to post-test (t = −1.23; p = 0.23). → Pásztor et al. 2010 q2 i? Control group programming test scores also did not change significantly (t = −1.01; p = 0.34). → Pásztor et al. 2010

Evidence¶

Pásztor et al. 2010¶

Attila PÁSZTOR, Róbert PAP-SZIGETI, Erika LAKATOS TÖRÖK. (2010). Effects of Using Model Robots in the Education of Programming. Informatics in Education, 9(1), 133–140. https://doi.org/10.15388/infedu.2010.09

q2 · i? · causal · r2

Control-group study over a three-and-a-half-month semester with an experimental group (nexp = 73) using LEGO NXT robots and a control group (nctrl = 76) taught conventionally; the same 15-item test (Cronbach-alpha 0.86) was used at pre- and post-test. The article reports "programming knowledge developed significantly" in neither group; only means and t/p values are printed, no effect size.

"Neither the experimental groups’ (xpre =4 4.6%p; xpost =4 7.9%p; t = −1.23; p =0 .23) nor the control groups’ (xpre =4 1 .3%p; xpost =4 3 .6%p; t = −1.01; p =0 .34) programming knowledge developed significantly during this semester."

Discussion¶

Related Claims¶

• Students taught with model robots failed significantly fewer lessons than conventionally taught students — related
• Students using real programmable robots enjoyed learning more and found the material less difficult than control students — related
• Programming self-concept developed significantly in the robot group while remaining stable in the control group — related