Skip to main content

Table 10 Student learning demographics for the data subset which considers n=989 students with complete January and June test data and adoption data (study 1b)

From: How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps

  

Grade 3

Grade 4

Total

 

Metric

No CS education classes

CS-education classes

No CS education

CS-education

 

Students

Count

71

409

113

396

989

Classes

Count

4

24

6

21

55

Activities

M±SD

\(0.00\pm 0.00\)

\(3.29\pm 2.02\)

\(0.00\pm 0.00\)

\(3.12\pm 1.59\)

 
 

Range

[0; 0]

[1; 9]

[0; 0]

[1; 6]

 

Hours spent

M±SD

\(0.00\pm 0.00\)

\(16.12\pm 11.25\)

\(0.00\pm 0.00\)

\(12.54\pm 6.80\)

 
 

Range

[0; 0]

[1; 48]

[0; 0]

[2; 26]

 

January cCTt Score

M±SD

\(12.37\pm 5.42\)

\(12.21\pm 4.92\)

\(14.51\pm 4.38\)

\(14.78\pm 4.78\)

 
 

Range

[1; 23]

[1; 23]

[3; 23]

[1; 24]

 

June cCTt Score

M±SD

\(15.66\pm 4.26\)

\(14.91\pm 4.75\)

\(16.12\pm 3.92\)

\(16.87\pm 4.51\)

 
 

Range

[3; 23]

[3; 24]

[2; 23]

[4; 24]

 
  1. Please note that the grade 3 students in the “control” group (i.e. those who have not had access to CS education between the pre and the post-tests) have slightly higher scores than those in the CS-education classes but this difference is not significant according to an ANOVA neither in the pre-test (\(\Delta =0.158pts\), \(p=0.8502\), Cohen’s \(D=0.031\)), nor in the post-test (\(F(1)=0.77\), \(p=0.38\), \(\Delta =0.752pts\), Cohen’s \(D=0.167\))