Teaching Highly Mixed-Ability CS1 Classes: A Proposed Approach

Autor/in	Mohamed, Abdallah
Titel	Teaching Highly Mixed-Ability CS1 Classes: A Proposed Approach
Quelle	In: Education and Information Technologies, 27 (2022) 1, S.961-978 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohamed, Abdallah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10546-8
Schlagwörter	Heterogeneous Grouping; Ability; Computer Science Education; Introductory Courses; Flipped Classroom; College Students; College Instruction; Foreign Countries; Student Attitudes; Instructional Effectiveness; Canada + Suchen Sie Ihr Suchwort? Fähigkeit; Fertigkeit; Computer science lessons; Informatikunterricht; Einführungskurs; Flipped classrooms; Flip teaching; Inverted teaching; Collegestudent; Hochschullehre; Ausland; Schülerverhalten; Unterrichtserfolg; Kanada
Abstract	With the increased reliance on technology, computer programming has emerged as an essential skill that is interesting to many audiences beyond merely computer scientists. As a result, many students from various disciplines take first-year computer science courses. This led to classrooms with a lot of diversity in student motivation, backgrounds, learning needs, and educational levels. Teaching the same material to such a diverse group is challenging. The aim of this paper is two-fold. Firstly, we present a flipped-based approach that benefits from the mixed-ability nature of first-year programming courses rather than considering it as a burden. Secondly, we present a study that evaluates the extent to which the proposed approach enhances student learning in such a mixed-ability environment. The study was conducted in a first-year course at the University of British Columbia -- Okanagan, and it was based on three components:1) a survey of 25 Likert items(n = 46), 2) class average grade and pass rate over 6 years (n = 42 + 38 + 56 + 79 + 90 + 74), and 3) student ratings of the course over 5 years (n = 42 + 38 + 56 + 79 + 90). Findings of the survey indicate an overall positive students' impression with no significant difference in the opinions of various student populations. Analyzing the course grades, pass rates, and student ratings confirmed the survey findings and showed an overall improvement in grades, pass-rates, and student satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01