1. Wilcoxon检验(配对样本)
- Kelley, T.R. et al.(2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education. 7, 14. (采用准实验控制组前后测的方法,对3期教师进行了STEM培训,每期实验组和对照组教师各10名左右,使用Wilcoxson signed-rank test比较了每组前测、后测以及延迟测试的分数差异,同时使用 Wilcoxon rank-sum test比较了参训教师实验组和控制组的前测、后测以及延迟测试之间的分数变化情况。)
- Qin, C., et al. (2023) . Scratch versus LEGO robots: Which engages undergraduates more in programming education? Journal of Computer Assisted Learning, 39(3), 935-953. https://doi.org/10.1111/jcal.12778
(在28名大学生中进行实验干预,按奇数和偶数随机分成两组,每组14人。之后进行不同序列的编程教学干预。在为期14周的干预后,进行学习投入和心流体验的测量。同时对28名被试进行3次半结构化的焦点小组访谈。对量化数据分别采用Mann–Whitney
U 检验和Wilcoxon signed-rank检验)
- Elkomy,M. M.,& Elkhaial,N.H. (2022). The
lesson study approach to professional development: Promoting teachers'
peer mentoring and communities of practice and students'learning in
Egypt.Teaching and Teacher Education,109. (由于实验组只有教师10人,所以用Wilcoxon signed-rank test分别检验了在同伴指导和实践共同体的感知方面的前后测差异。)
2. Mann-Whitney检验(独立样本)
- 《STEM教育国际前沿专题》: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(对插电组和不插电组的计算思维技能和学习态度进行了前测、中测和后测的差异对比分析。)
- Qin, C., et al. (2023) . Scratch versus LEGO robots: Which engages undergraduates more in programming education? Journal of Computer Assisted Learning, 39(3), 935-953. https://doi.org/10.1111/jcal.12778
(在28名大学生中进行实验干预,按奇数和偶数随机分成两组,每组14人。之后进行不同序列的编程教学干预。在为期14周的干预后,进行学习投入和心流体验的测量。同时对28名被试进行3次半结构化的焦点小组访谈。对量化数据分别采用Mann–Whitney
U 检验和Wilcoxon signed-rank检验)
- Elkomy,M. M.,& Elkhaial,N.H. (2022). The
lesson study approach to professional development: Promoting teachers'
peer mentoring and communities of practice and students' learning in
Egypt.Teaching and Teacher Education,109. (实验组教师10人,控制组教师11人,对两组教师的同伴指导和实践社区进行知识后测,用Mann–Whitney
U检验了两组教师在同伴指导和实践共同体的知识后测的差异。)
Cheng, G., Zou, D., Xie, H., & Wang, F. L. (2023). Exploring differences in self-regulated learning strategy use between high-and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension. Computers & Education, 104948. https://doi.org/10.1016/j.compedu.2023.104948(使用非参数Mann-Whitney U检验比较特定兴趣上高、低水平学习者的注视次数和平均注视时间的差异,进而评估这两组学习者在程序理解任务中对各个区域的视觉注意程度。并将学习者的一系列眼动数据通过算法转化为区域视觉转换和趋势扫描路径的可视化图示结果,再将进一步的区域转换模式与学习者的自我调节策略相对应,分析高、低水平的学生在程序理解任务中对自我调节策略使用的差异。)
(由 敬滨 编辑 - 原提交时间 2021年11月8日 星期一 18:23)