二、数据分析实例
1. 单样本t检验（one-sample t-test）
2. 配对样本t检验（paired samples t-test）
- Zhao,L. et al. (2022). Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning. Computers & Education. 104445. （73名小学生的准实验研究，两组不同概念图使用方式的班级，用配对样本t检验分析了两个组的CT技能前后测的显著性差异）
- Ma, HL et al (2021). Promoting pupils’ computational thinking skills and self-efficacy: a problem-solving instructional approach. Educational Technology Research and Development, 69(3):1599-1616.
- 《技术支持下的教师专业发展》：Kim, C. M. et al . (2015). Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching. Computers & Education, 91, 14-31. 浏览课程单元讨论（配对样本t检验, r效应量）
- Dasgupta, C. , Magana, A. J. , & Vieira, C. . (2019). Investigating the affordances of a CAD enabled learning environment for promoting integrated stem learning. Computers & Education, 129, 122-142. 浏览课程单元讨论（配对样本t检验, d效应量）
- Olmo-Muoz, J. D. et al. (2020) . Computational thinking through unplugged activities in early years of primary education. Computers & Education, 150. 浏览课程单元讨论（Mann-Whitney test和T检验有什么区别（非参数检验和参数检验））
3. 独立样本t检验（independent samples t-test）
- Stöhr,C. et al. (2020). The polarizing effect of the online flipped classroom. Computers & Education,147,103789. 浏览文章论坛讨论1（方差齐性检验） 讨论2 （t'检验）
- Polat, E., et al.(2021). A comprehensive assessment of secondary school students' computational thinking skills. British Journal of Educational Technology.52,(2).（调查了328名5-6年级学生，用独立样本t检验分析了男女之间、5-6年级之间学生的CT表现和感知的差异）
- Sun L.H., Hu, L.L.,& Zhou, D.H. (2022).Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience. Computers & Education,181.（调查了1180名初中生的CT技能（测验得分）与编程态度，用独立样本t检验，分别分析了男女生在CT技能和编程态度的差异情况；同时又对有编程经验和没有编程经验的学生在编程态度和CT技能方面的差异做了独立样本t检验。）
