More Time or Better Tools? A Large-Scale Retrospective Comparison of Pedagogical Approaches to Teach Programming

Autor/inn/en	Silva-Maceda, Gabriela; Arjona-Villicaña, P. David; Castillo-Barrera, F. Edgar
Titel	More Time or Better Tools? A Large-Scale Retrospective Comparison of Pedagogical Approaches to Teach Programming
Quelle	In: IEEE Transactions on Education, 59 (2016) 4, S.274-281 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2016.2535207
Schlagwörter	Programming; Teaching Methods; Intermode Differences; Cohort Analysis; Program Length; Educational Technology; Programming Languages; Gender Differences; Course Selection (Students); Statistical Significance; Computer Science Education; Curriculum Design; Statistical Analysis; Introductory Courses; Student Characteristics; Performance Based Assessment; Achievement Gains; Academic Ability; Predictive Validity; Higher Education; Instructional Effectiveness; Foreign Countries; Predictor Variables; Longitudinal Studies; Mexico + Suchen Sie Ihr Suchwort? Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Kohortenanalyse; Unterrichtsmedien; Geschlechterkonflikt; Course selection; Student; Students; Kurswahl; Computer science lessons; Informatikunterricht; Lehrplangestaltung; Statistische Analyse; Einführungskurs; Leistungsermittlung; Achievement gain; Leistungssteigerung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Ausland; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mexiko
Abstract	Learning to program is a complex task, and the impact of different pedagogical approaches to teach this skill has been hard to measure. This study examined the performance data of seven cohorts of students (N = 1168) learning programming under three different pedagogical approaches. These pedagogical approaches varied either in the length of the introductory programming block of courses (two or three semesters) or in the programming tool used in the first semester (C language or the programming support tool Raptor). In addition, gender and initial course selection differences were investigated. Raw pass rates under the three pedagogical approaches were compared; they were also compared, controlling for initial ability levels, using a logistic regression. Results showed that a more extensive duration of the introductory block produced a higher pass rate in students, but changing the programming tool used did not. Raw gender differences were not statistically significant; admission phase differences were initially statistically different, but not once initial ability and pedagogical approach received had been accounted for. Findings are discussed in relation to existing literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01