Towards Improving Student Expectations in Introductory Programming Course with Incrementally Scaffolded Approach

Autor/in	Dawar, Deepak
Titel	Towards Improving Student Expectations in Introductory Programming Course with Incrementally Scaffolded Approach
Quelle	In: Information Systems Education Journal, 19 (2021) 4, S.61-76 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-679X
Schlagwörter	Expectation; Introductory Courses; Programming; Scaffolding (Teaching Technique); Student Motivation; Time Management; Assignments; College Students + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Einführungskurs; Programmierung; Schulische Motivation; Zeitmanagement; Assignment; Auftrag; Zuweisung; Collegestudent
Abstract	Keeping students motivated during an introductory computer programming can be a challenging task. Looking at its varied complexities, many students who are introduced to computer programming for the first time can easily become demotivated. This work looks at the value-expectancy motivational model of student learning and presents our experiences with a novel instructional delivery interventional technique, introduced and tested over a period of three semesters. Our research question was simple: "Can we affect student motivation, and learning outcomes by using an approach that makes targeted continuous engagement with course material mandatory?" The technique/process was conceived keeping in mind our previous work on similar lines; our in-class teaching experiences; motivational theory; and recent developments in cognitive load theory. The students, instead of writing an assignment and a lab for each module/chapter, were asked to complete one assignment a day, not exceeding four assignments a week. The assignments were incrementally difficult and had to be done almost every day. Students found the approach effective, in spite of having to spend considerable amount of time on assignments. Average final exam scores showed a healthy improvement after the use of this technique. Owing to a small student sample size, it would be premature to draw conclusions about the efficacy of the technique, but the initial results show promise of further investigation. (As Provided).
Anmerkungen	Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01