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COMPARISON OF TRADITIONAL AND ADRI BASED TEACHING APPROACHES IN AN introductory programming course

JOURNAL OF INFORMATION TECHNOLOGY EDUCATION-RESEARCH 2017年第1期16卷 267-283页

作者： Malik, Sohail Iqbal Coldwell-Neilson, Jo Buraimi Univ Coll Informat Technol Dept Al Buraimi Oman Deakin Univ Geelong Vic Australia

Aim/Purpose This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the course. Background Learning to program is considered a difficult and challenging task for a considerable number of novice programmers. As a result, high failure and dropout rates are often reported in IP courses. Different studies have been conducted to investigate the issue. One of the reasons for this challenge is the multiple skills that students have to master in order to be able to build programs. These skills include programming knowledge and problem-solving strategies and being able to pay equal attention to these required skills in the IP course. Methodology A focus group was conducted to obtain feedback from the IP instructors about the ADRI approach. The performance of the students who had completed the IP course before ADRI was compared with those who used the ADRI approach by undertaking a comparative analysis of their final exam grades. Contribution The study demonstrates that the new teaching and learning approach based on the ADRI model encourages students to pay equal attention to programming knowledge and problem-solving strategies, discouraging programming shortcuts and reducing high attrition rates (failure and dropout) in the IP course. Findings The results of the focus group show that the instructors preferred the ADRI approach compared to the traditional approach. The final exam grades show that the students performed better in semesters which offered the ADRI approach as compared to those semesters without this approach. Future Research Future research will explore the ADRI approach in other fields of computer science studies, such as database and data structure, to determine if its impact has a wider

关键词： introductory programming course ADRI approach teaching approach students learning outcomes failure and dropout rates

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Enhancing Student Engagement in an introductory programming course

Enhancing Student Engagement in an Introductory Programming ...

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40th Annual Frontiers in Education Conference

作者： Pears, Arnold N. Uppsala Univ IT Dept S-75105 Uppsala Sweden

ISBN: (纸本)9781424462599

Adopting a scholarly approach to teaching and learning and the instructional design of tertiary courses has gained increasing popularity in recent years. A programming course case study is used to demonstrate how research results on the teaching and learning of programming, can be used to inform instructional design of an introductory programming course.

关键词： computer science education introductory programming course student engagement enhancement teaching

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The Effect of Visualizing Roles of Variables on Student Performance in an introductory programming course 09

The Effect of Visualizing Roles of Variables on Student Perf...

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Annual Conference on Innovation and Technology in Computer Science Education

作者： Al-Barakati, Nouf M. Al-Aama, Arwa Y. King Abdulaziz Univ Coll Comp & Informat Technol Jeddah 21413 Saudi Arabia

ISBN: (纸本)9781605583815

The use of variables in computer programming is one of the difficulties faced by students enrolled in introductory level programming classes. The Roles of Variables (ROV) concept associates small comprehensible roles to variables to help novice programmers comprehend how variables should be used. This paper describes an experiment that was conducted to test the effect of different engagement levels with ROV visualization on student programming skills. 91 Female students at King Abdul Aziz University (KAU), Jeddah, Saudi Arabia, participated in the experiment. The students were divided into three groups where they all had the ROV concept explained to them in a traditional classroom setting, but were given different visualization treatments during lab sessions. Results showed that while viewing the ROV visualization significantly improved student debugging skills, no other significant effects on student programming skills were reported.

关键词： Roles of Variables Visualization introductory programming course

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Improving Student Learning in an introductory programming course Using Flipped Classroom and Competency Framework 8

Improving Student Learning in an Introductory Programming Co...

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8th IEEE Global Engineering Education Conference (EDUCON)

作者： Elmaleh, Joelle Shankararaman, Venky Singapore Management Univ Sch Informat Syst Singapore Singapore

ISBN: (纸本)9781509054671

In this paper we report our study on the impact of implementing a flipped classroom model on student learning in an undergraduate introductory programming course. We use three components to measure student learning namely, final exam scores, competency acquisition and feedback levels. We compare a traditional offering with a flipped offering delivered the following year to a comparable student population, and with no change in the course content and assessments. We observed that in comparison to the traditional, the flipped model increased pass rates in the final exam and also enhanced competency acquisition. In terms of feedback levels, the flipped classroom provided more time for one-to-one in-class personalized feedback. Our approach is unique in the sense that we use a competency framework to be able to pin point the competencies that were improved as a result of the flipped model.

关键词： introductory programming course student learning flipped classroom student competencies competency framework

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Using lab exams to ensure programming practice in an introductory programming course 03

Using lab exams to ensure programming practice in an introdu...

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Proceedings of the 8th annual conference on Innovation and technology in computer science education

作者： João Paulo Barros Luís Estevens Rui Dias Rui Pais Elisabete Soeiro Escola Superior de Tecnologia e Gestão Rua Afonso Ill n. 1 7800--050 Beja Portugal

ISBN: (纸本)9781581136722

The high variability of students' backgrounds typically found in introductory programming courses creates additional difficulties to foster motivation and ensure the desired competency and retention rates. This paper presents and discusses the results of applying an assessment methodology strongly based upon lab exams (or on-computer exams) with the objective of ensuring programming pratice competency while maintaining students' motivation. It discusses the difficult balances of several assessment methods, details the used assessment methodology and finally presents students results and views. These show that lab exams, although more demanding then group assignments, can be made popular among students if they perceived them as fairer.

关键词： lab exam introductory programming course student motivation student retention CS1 object-oriented programming on-computer exam

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Supporting the Development of Interactive Applications in introductory programming courses

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2012年第2期20卷 214-220页

作者： Aispuro, Elvia E. Licea, Guillermo Suarez, Jaime Sandoval, Andres Carreno, Monica A. Estrada, Italia Juarez-Ramirez, Reyes Aguilar, Leocundo Martinez, Luis G. Univ Baja Calif Tijuana Baja Calif Mexico Univ Baja Calif Sur La Paz Baja Calif Sur Mexico

Extended Library for Visual Interactive Applications (ELVIA) is a programming tool developed and used by the two most important public universities in the Baja California peninsula in Mexico. ELVIA provides a Java class framework that helps novice students of programming to automatically generate the graphical user interface of interactive applications, focusing in the classes and objects that compose the applications. This paper describes ELVIA, some application examples and experiences applying this programming tool in introductory programming courses. (C) 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 20: 214220, 2012: 214-220, 2012;View this article online at ***/journal/cae;DOI 10.1002/cae.20387

关键词： graphical user interface interactive application introductory programming course

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Exploring Personality and Learning Motivation Influences on Students' Computational Thinking Skills in introductory programming courses

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JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY 2023年第6期32卷 778-792页

作者： Kaur, Amanpreet Chahal, Kuljit Kaur Guru Nanak Dev Univ Dept Comp Sci Amritsar Punjab India

Computational thinking (CT) is an essential skill required for every individual in the digital era to become creative problem solvers. The purpose of this research is to investigate the relationships between computational thinking skills, the Big Five personality factors, and learning motivation using structural equation modeling (SEM). The research administered the computational thinking scale, NEO FFI scale, and Motivated Strategies for Learning Questionnaire to a sample of 92 students pursuing degrees in Computer Science and Engineering. Based on the result analysis, it was determined that both personality and learning motivation had positive and significant impacts on computation thinking skills. Personality had a major contribution to the prediction of CT, with consciousness being the most influential predictor. The findings of this study suggest that educators and academics should focus on the significance of the psychological side of CT for the improvement of students' CT skills.

关键词： Computational thinking Personality traits Motivation introductory programming course Structural equation modeling

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Problem Posing Exercises (PPE): An instructional strategy for learning of complex material in introductory programming courses

Problem Posing Exercises (PPE): An instructional strategy fo...

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IEEE 5th International Conference on Technology for Education (T4E)

作者： Mishra, Shitanshu Iyer, Sridhar Indian Inst Technol Educ Technol 1DP Bombay 400076 Maharashtra India Indian Inst Technol Dept Comp Sci & Engn Bombay 400076 Maharashtra India

ISBN: (纸本)9780769551418

Problem posing refers to the generation of a new problem or a question, by a learner of a given topic. It has been shown to be an effective strategy for learning of complex material in domains such as mathematics. In this study we have defined Problem Posing Exercises (PPE) as a problem posing based instructional strategy to scaffold the learning of complex material and problem solving in a first year undergraduate computer science course (CS1). We implemented PPE in a large CS1 course of 450 students and found that PPE has positive effects on students learning and engagement. We also examined the differences in effect of PPE for novice and advanced learners and found that PPE has more evident effects on novices than advanced learners.

关键词： Problem posing problem posing exercises introductory programming course complex material learning problem solving instructional strategy

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The Role of Teaching Assistants in introductory programming courses

The Role of Teaching Assistants in Introductory Programming ...

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作者： Saktheeswaran, Ayshwarya Virginia Tech | University

The department of computer science, across many schools in the US, have been seeing a constant increase in enrollments over the last decade. This particularly impacts class sizes of introductory courses, as they are usually listed as required prerequisites courses. The students in these courses typically have very little or zero prior experience with programming. In such course settings, it is not an exaggeration to state that most students in these courses spend more one-on-one time with the course teaching assistants than they do with their course instructors. This implies that the kind of individual attention provided by the TAs of such courses to their students has a very high impact on the students’ learning and the quality of the TAs would greatly impact the quality of the course and directly or indirectly also impact the student retention rate and their interest in computer science for their academic/industry careers. We wanted to take a closer look at what it is that these TAs do, and how they do it. We observed TAs from two introductory courses for almost about two semesters, and conducted a focus group meeting each with TAs and students enrolled in these course. We found that the TAs felt responsible for instilling an interest in computer science in the students, apart from helping them to learn by themselves. We also found that the students see teaching assistants as a very valuable resource, when it comes to actually applying the concepts that they learn in lecture. Our findings tells us that there is a gap between what the TAs think they need to give as help to the students and what the students tend to expect from their TAs. We also discuss the implications of our findings and possible future work.

关键词： Computer Science Teaching Assistants introductory programming course Thesis

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Making computer programming fun and accessible

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COMPUTER 2004年第2期37卷 108-+页

作者： Mahmoud, QH Dobosiewicz, W Swayne, D Univ Guelph Dept Comp & Informat Sci Guelph ON N1G 2W1 Canada Univ Guelph Distributed Comp & Commun Syst Technol Program Guelph ON N1G 2W1 Canada

Learning to program requires much hard work and dedication. Most students inintroductory programming courses struggle to grasp programming concepts in general. Universities inthe US, Canada, and elsewhere have reported withdrawal, failure, and D-grade rates approaching 50percent in introductory computer programming courses. To address these problems, we recentlydesigned and successfully offered a revolutionary one-semester course that integrates the use ofHTML, JavaScript, and Java. This approach departs markedly from using a single general-purposeprogramming language such as Java or C++.

关键词： programming educational courses Java Internet educational institutions courseware computer programming introductory programming course one-semester course HTML JavaScript Java general-purpose programming language C++

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