The findings suggest that the effectiveness of GenAI in programming education depends less on the mere presence of the technology and more on the pedagogical conditions under which it is integrated into the teaching–learning process.
Abstract
The rapid integration of Generative Artificial Intelligence (GenAI) into programming education has raised important questions regarding its impact on learning processes, conceptual understanding, and technological dependency. This study analyzed the effects of four GenAI-supported instructional strategies in an introductory programming course for undergraduate engineering students. A multi-group quasi-experimental pre-test–post-test design was implemented involving 686 students distributed across 53 class groups, from 10 campuses, taught by 32 professors. The instructional conditions included Quizzes for Self-Regulation, Github-Copilot-assisted learning, Prompt Problems with Iterative Refinement, and Flipped Learning enhanced with GenAI, which were compared against a traditional teaching approach. Learning outcomes were measured using normalized learning gain, while statistical analyses were conducted using non-parametric methods due to deviations from normality and heteroscedasticity. Results indicate that GenAI integration did not produce statistically significant overall differences in learning gain when all GenAI-supported strategies were analyzed as a single cluster compared to traditional instruction. However, differences emerged between specific strategies, with Quizzes and Copilot-based approaches having higher median learning gains than Prompt Problems and Flipped Learning strategies. No statistically significant differences associated with gender were identified. These findings suggest that the effectiveness of GenAI in programming education depends less on the mere presence of the technology and more on the pedagogical conditions under which it is integrated into the teaching–learning process.
This study aims to examine the effectiveness of Inquiry-Based Learning (IBL) as an instructional strategy for improving the scientific reasoning of Grade X students at SMAN 02 Bunguran Timur Laut, a school located in a disadvantaged, frontier, and outermost (3T) region of Indonesia. The research employed a quasi-experimental approach using a pretest–posttest nonequivalent control group design involving two Grade X classes assigned as experimental and control groups. Data were collected through scientific reasoning tests, inquiry implementation observation sheets, student response questionnaires, and school-context documentation. The data were analyzed using descriptive statistics, normalized gain (N-Gain), inferential statistical tests, and effect-size analysis. The results indicate that the experimental group's mean scientific reasoning score increased from 61.20 on the pretest to 92.40 on the posttest, with an N-Gain of 0.80. In addition, improvements were observed across all scientific reasoning indicators, particularly hypothesis formulation, evidence interpretation, and evidence-based conclusion drawing. The findings suggest that structured inquiry activities effectively facilitate evidence-based reasoning despite limited educational resources. In conclusion, IBL provides a contextual and effective instructional strategy for strengthening students' scientific reasoning in 3T schools and can support broader implementation of inquiry-oriented physics instruction in resource-limited educational settings
Heni Kuswati· Journal of Science, Learning...· 0 citations
The rapid advancement of Generative Artificial Intelligence (GenAI) has created new opportunities to enhance mathematics instruction by supporting authentic, inquiry-based learning. However, empirical evidence regarding the integration of GenAI into Project-Based Learning (PjBL) to improve statistical literacy and critical thinking among vocational high school students remains limited. This study aimed to examine the effect of GenAI-assisted Project-Based Learning on students' statistical literacy and critical thinking skills. A quasi-experimental research design employing a non-equivalent control group design was conducted with 61 eleventh-grade vocational high school students, comprising 32 students in the experimental group and 29 students in the control group. The experimental group received Project-Based Learning integrated with Generative Artificial Intelligence, while the control group experienced conventional Project-Based Learning. Data were collected using validated essay-based tests of statistical literacy and critical thinking and analyzed using descriptive statistics, Shapiro–Wilk normality tests, Levene's homogeneity tests, independent-samples t-tests, normalized gain (N-gain), and Cohen's d effect size. The results revealed that students in the experimental group achieved significantly higher posttest scores and learning gains than those in the control group for both statistical literacy (t = 5.87, p < .001; d = 1.52) and critical thinking (t = 5.12, p < .001; d = 1.31). These findings indicate that integrating Generative Artificial Intelligence into Project-Based Learning provides substantial educational benefits by promoting higher-order thinking and data interpretation skills. The study offers an evidence-based instructional framework for integrating artificial intelligence into vocational mathematics education to better prepare students for data-driven and technology-rich learning environments.
S. Lestari, Astri Setyawati· Desimal Jurnal Matematika· 0 citations
This study aims to analyze the effect of implementing the Project-Based Learning model in enhancing student’ conceptual understanding in the Mathematics Teaching and Learning Strategies course. The research employed a quantitative approach using a one-group pretest-posttest quasi-experimental design. The participants were students of the Mathematics Education Study Program at Universitas PGRI Madiun, selected through purposive sampling techniques. The research instruments consisted of expert-validated essay tests to assess conceptual understanding, observation sheets to evaluate the learning implementation process, and a Likert-scale student response questionnaire. Data analysis was initiated with the Shapiro-Wilk normality test and Levene’s Test homogeneity test as prerequisites for parametric analysis, followed by a paired t-test conducted at a significance level of 0.05. He findings indicated that the data were normally distributed (W = 0.9370; p = 0.075) and homogeneous (F = 1.38258; p = 0.244466). The paired t-test results revealed a t-value of -8.03645 with p < 0.00001, demonstrating a statistically significant difference between pretest and posttest scores. Therefore, the implementation of the Project-Based Learning model assisted by interactive e-modules was confirmed to be effective in improving students’ conceptual understanding and fostering the development of critical, collaborative, and reflective thinking skills in the learning process.
Tri Andari, R. Lusiana, V. D. Susanti· Journal of Physics, Conferen...· 0 citations
Mathematical literacy is an essential competency that enables students to apply mathematical knowledge to solve real-world problems. However, students' mathematical literacy achievement remains relatively low, indicating the need for more effective instructional approaches. This study aimed to examine the effectiveness of the Contextual Teaching and Learning (CTL) model on students' mathematical literacy across different levels of learning motivation in trigonometry. A quantitative approach was adopted, using a quasi-experimental, nonequivalent posttest-only control group design. An initial mathematical ability test was administered solely to examine baseline equivalence between the groups before the intervention. The participants were 47 eleventh-grade students of SMA Mutual Magelang, consisting of an experimental class taught using the CTL model and a control class taught through direct instruction over four 90-minute instructional meetings. Data were collected using a mathematical literacy test and a learning motivation questionnaire and were analyzed using a two-way ANOVA with unequal cell frequencies. The results revealed significant effects of the learning model (F = 4.762,p < 0.05) and learning motivation (F = 26.217,p < 0.05) on students' mathematical literacy. However, no statistically significant interaction effect was found between the learning model and learning motivation (F = 0.061,p > 0.05). Students taught using the CTL model achieved higher mathematical literacy scores than those taught through direct instruction. These findings suggest that the CTL model is effective in improving students' mathematical literacy and that learning motivation is associated with differences in mathematical literacy achievement under the conditions of the present study.
The difficulty of learning computer programming has been widely discussed by researchers. Many factors contribute to the challenges faced in teaching and learning programming. This systematic review aims to identify these difficulties in higher education introductory programming courses and explore instructional solutions. We reviewed studies from multiple online databases, initially identifying 648 studies, of which 92 focused on programming difficulties. After applying inclusion and exclusion criteria, 23 articles were selected for analysis. The factors found to affect students’ programming learning were lack of knowledge about programming concepts and constructs, misconceptions related to syntax and semantics, programming skills, problem-solving skills, and the inability to create a mental model of the computer. When the suggested instructional solutions for the concepts and processes that students have the most difficulty with were examined, suggestions emerged to improve their programming skills, solution designs, and the coding process. Unlike many studies that focus only on specific challenges, this review provides a comprehensive analysis, offering strategies for both students and instructors to overcome programming difficulties.
F. Kalelioğlu, Fatma Keskinkılıç· Ankara Üniversitesi Eğitim B...· 0 citations
This study aims to compare the effectiveness of Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) models in improving the critical thinking skills of tenth-grade high school students on the topic of Arithmetic Sequences and Series. The research employed a quantitative approach using a Matching Pretest–Posttest Comparison Group Design. The study population consisted of six classes of tenth-grade students at SMAN 16 Semarang that were normally distributed, homogeneous, and had similar average initial abilities. Due to time constraints and the need to ensure consistent implementation of learning treatments, three classes were selected through cluster random sampling. Class X-01 was assigned as Experimental Group I using the PBL model, class X-02 as Experimental Group II using the IBL model, and class X-03 as the control group using a conventional learning model. Data collection was conducted using pretest and posttest instruments designed to measure students’ critical thinking skills. The instruments were validated before the implementation. Data analysis was conducted using an independent samples t-test to determine the effectiveness of the PBL and IBL models compared to the conventional model. Furthermore, a paired samples t-test followed by an N-gain analysis was used to compare the effectiveness between the PBL and IBL models. The results indicated that both PBL and IBL models were effective in improving students’ critical thinking skills compared to the conventional learning model. However, the N-gain analysis showed that students taught with the PBL model experienced greater improvement in critical thinking skills than those taught with the IBL model. Therefore, it can be concluded that although both learning models are effective, the Problem-Based Learning model is more effective than the Inquiry-Based Learning model in enhancing critical thinking skills of grade X high school students in learning Arithmetic Sequences and Series. Keywords: inquiry-based learning (IBL), critical thinking skills, problem-based learning (PBL).
Hanum Ulfiatus Sufiyah, B. Cahyono, Nadhifah Nadhifah et al.· Jurnal Pendidikan MIPA· 0 citations
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