Computer-based scaffolding plays a pivotal role in improving students' higher-order skills in the context of problem-based learning for Science, Technology, Engineering and Mathematics (STEM) education. The effectiveness of computer-based scaffolding has been demonstrated through traditional meta-analyses. However, traditional meta-analyses suffer…

Computer-based scaffolding provides temporary support that enables students to participate in and become more proficient at complex skills like problem solving, argumentation, and evaluation. While meta-analyses have addressed between-subject differences on cognitive outcomes resulting from scaffolding, none has addressed within-subject gains.…

One of the vexing problems in the analysis of SSD is in the assessment of the effect of intervention. Serial dependence notwithstanding, the linear model approach that has been advanced involves, in general, the fitting of regression lines (or curves) to the set of observations within each phase of the design and comparing the parameters of these…

Data from single case designs (SCDs) have traditionally been analyzed by visual inspection rather than statistical models. As a consequence, effect sizes have been of little interest. Lately, some effect-size estimators have been proposed, but most are either (i) nonparametric, and/or (ii) based on an analogy incompatible with effect sizes from…