TIPP&SEE
Salac, J., Thomas, C., Butler, C., Sanchez, A., & Franklin, D. · 2020
grade Dquasi-experimentdeveloper-ledunreplicated
Sample
Not confirmed at abstract depth
Population
Upper-elementary students doing Scratch Use-Modify activities.
Design
Described by the authors as an experimental study, but design details, randomisation and sample size are not visible at abstract depth. The strategy, the curriculum and the assessment were all produced by the same group. Outcomes are the authors' own assessment questions stratified by difficulty. The full registered title is "TIPP&SEE: A Learning Strategy to Guide Students through Use - Modify Scratch Activities"; Crossref registers the short title.
Key findings
Students using the TIPP&SEE metacognitive previewing strategy showed statistically significant performance gains on nearly all assessment questions of moderate and hard difficulty. This is one of very few elementary-level instructional-strategy results in the field, and it is entirely developer-generated and unreplicated.
Genetic confound
Medium. Randomisation not established.
Replication notes
Follow-up work by the same team extends rather than independently replicates it.
DOI / URL
10.1145/3328778.3366821
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Scratch comprehension assessment, moderate and hard items | group contrast | significant gains on nearly all moderate and hard items; effect size not reported | researcher-designed | post-activity | active-alternative | end-of-treatment | domain-skill |
Cited by
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