Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

The Effects Of Metaphors And Pair Programming On Recall And Retention Amongst Students With Different Learning Styles And Self-Regulated Learning Levels

Kajian ini bertujuan meneliti kesan tiga kaedah pengajaran iaitu kombinasi Metafora dan Pengaturcaraan secara Berpasangan (MPP), Pengaturcaraan secara Berpasangan (PP) dan kaedah Pengajaran Langsung (PL) terhadap prestasi ingatkembali dan ketekalan para pelajar sains komputer di institusi pengajian tinggi di Malaysia. The study aimed to investigate the effects of (i) Metaphors with Pair Programming (MPP), (ii) Pair Programming (PP) and (iii) Direct Instruction Method (DI) on the students' recall and retention of programming performance amongst computing students in an institution of higher learning in Malaysia

A Study of Pair Programming Enjoyment and Attendance using Study Motivation and Strategy Metrics

We explore educational pair programming in a university context with high student autonomy and individual responsibility. The data comes from two separate introductory programming courses with optional pair programming assignments. We analyze lab attendance and course outcomes to determine whether students' previous programming experience or gender influence attendance. We further compare these statistics to self-reported data on study motivation, study strategies, and student enjoyment of pair programming. The influence of grading systems on pair programming behavior and course outcomes is also examined. Our results suggest that gender and previous programming experience correlate with participation in pair programming labs. At the same time, there are no significant differences in self-reported enjoyment of pair programming between any of the groups, and the results from commonly used study motivation and strategy questionnaires provide little insight into students/ actual behavior.Peer reviewe

Visual and Textual Programming Languages: A Systematic Review of the Literature

It is well documented, and has been the topic of much research, that Computer Science courses tend to have higher than average drop out rates at third level. This is a problem that needs to be addressed with urgency but also caution. The required number of Computer Science graduates is growing every year but the number of graduates is not meeting this demand and one way that this problem can be alleviated is to encourage students at an early age towards studying Computer Science courses. This paper presents a systematic literature review on the role of visual and textual programming languages when learning to program, particularly as a first programming language. The approach is systematic, in that a structured search of electronic resources has been conducted, and the results are presented and quantitatively analysed. This study will give insight into whether or not the current approaches to teaching young learners programming are viable, and examines what we can do to increase the interest and retention of these students as they progress through their education.Comment: 18 pages (including 2 bibliography pages), 3 figure

Contemporary developments in teaching and learning introductory programming: Towards a research proposal

The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

Architecture of Engagement: Autonomy-Supportive Leadership for Instructional Improvement

This multiple paper dissertation addresses the importance of improving student success in online higher education programs by providing support for instructors. The autonomy-supportive structures to improve instructional practice are explained through three main domains, including instructional development, instructional design, and instructional practice. The first paper addresses instructional leadership with the theoretical foundations and practical considerations necessary for instructional leaders. Recommendations are made to use microcredentials or digital badges to scaffold programming using self-determination theory. The second paper addresses the importance of instructional design in improving instructional practice including the intentionality involved in implementing a gamification strategy to improve online student motivation. The third paper addresses instructional practice with a mixed-method sequential explanatory case study. Using the community of inquiry framework, this paper explains intentional course design, course facilitation, and student perceptions of the digital powerups strategy. The conclusion considers implications for practice and the need for instructional leaders to scaffold an architecture of engagement to support instructors and improve student success

Structured Pairing in a First-Year Electrical and Computer Engineering Laboratory: The Effects on Student Retention, Attitudes, and Teamwork

This paper describes a simple technique, structured pairing, for organizing student teams in engineering instructional laboratories. This technique was adapted from pair programming, which was previously found to improve student confidence, satisfaction, and retention in computer science. A study of structured pairing was implemented in a large required course for first-year students in electrical and computer engineering. Six laboratory sections implemented structured pairing, and the other seven laboratory sections operated in a traditional way (i.e., unstructured team interactions). Data were collected from a student survey, two focus groups, and course enrollment records. Structured pairing students reported significantly higher confidence in laboratory tasks and satisfaction with the course and teamwork experiences. Focus group data indicated that structured pairing students experienced reciprocal scaffolding (i.e., students acknowledged that they learned from each other). Short-term retention in engineering did not differ significantly between structured pairing and traditional section students. These findings suggest that structured pairing is a more engaging and motivating alternative to traditional laboratory teaming methods

Identification and Evaluation of Predictors for Learning Success and of Models for Teaching Computer Programming in Contemporary Contexts

Introductory undergraduate computer programming courses are renowned for higher than average failure and withdrawal rates when compared to other subject areas. The closer partnership between higher education and the rapidly expanding digital technology industry, as demonstrated by the establishment of new Degree Apprenticeships in computer science and digital technologies, requires efficient and effective means for teaching programming skills. This research, therefore, aimed to identify reliable predictors of success in learning programming or vulnerability to failure. The research also aimed to evaluate teaching methods and remedial interventions towards recommending a teaching model that supported and engaged learners in contemporary contexts that were relevant to the workplace. Investigation of qualifications designed to prepare students for undergraduate computer science courses revealed that A-level entrants achieved significantly higher programming grades than BTEC students. However, there was little difference between the grades of those with and those without previous qualifications in computing or ICT subjects. Analysis of engagement metrics revealed a strong correlation between extent of co-operation and programming grade, in contrast to a weak correlation between programming grade and code understanding. Further analysis of video recordings, interviews and observational records distinguished between the type of communication that helped peers comprehend tasks and concepts, and other forms of communication that were only concerned with completing tasks. Following the introduction of periodic assessment, essentially converting a single final assessment to three staged summative assessment points, it was found that failing students often pass only one of the three assignment parts. Furthermore, only 10% of those who failed overall had attempted all three assignments. Reasons for failure were attributed to ‘surface’ motivations (such as regulating efforts to achieve a minimum pass of 40%), ineffective working habits or stressful personal circumstances rather than any fundamental difficulty encountered with subject material. A key contribution to pedagogical practice made by this research is to propose an ‘incremental’ teaching model. This model is informed by educational theory and empirical evidence and comprises short cycles of three activities: presenting new topic information, tasking students with a relevant exercise and then demonstrating and discussing the exercise solution. The effectiveness of this model is evidenced by increased engagement, increased quiz scores at the end of each teaching session and increased retention of code knowledge at the end of the course

A pilot study on the impact of teaching assistant led CS1 study sessions using Peer Instruction

James Madison University’s Computer Science program strives to be a student-centered learning environment with a focus on creating a community for undergraduate success. National data reveals computer science has the lowest student retention rate compared to other STEM majors. The National Center for Women and Information Technology (NCWIT) has compiled a list of ways to retain students in Computer Science. In particular, NCWIT calls for collaboration indicate that “a sense of belonging, or a feeling of fit, is important for supporting student interest and persistence.” One aspect of creating community is the department’s longstanding commitment to provide undergraduate teaching assistants (TAs). Traditionally, TAs provide one-on-one help in the classroom and also hold supplementary lab hours in the evenings to answer questions. As part of this honors project, we have developed a new program called “The Fourth Hour” to increase student retention. Led by TAs using Peer Instruction (PI), these weekly study sessions provide a structured review of introductory topics. The aim of this research is to discover if weekly study sessions promote an environment in which students feel an increased sense of belonging and improved course material retention. In the Fall 2019 semester, JMU offered ten sections of CS149, the introductory programming course, also known as “CS1” in the literature. Each section had approximately 30 students enrolled. Four TAs were chosen to lead one study session each week using the same lesson materials. Three attitudinal surveys were administered over the duration of the semester to collect data on student demographics, self-efficacy, and sense of belonging. Pre- and post assessment results were recorded to test student course material retention. Study session attendance was also collected to discern if there was a correlation with student demographics, self-efficacy, sense of belonging, and/or course material retention. Anomalies in the data and inconsistent attendance rates limited the statistical significance of our results. However, our qualitative analysis suggests that the study sessions had a positive impact on students. As a result, the CS department is planning to continue offering the Fourth Hour program

A recipe for game development assignments in CS2

CS2
 classes
 suffer
 from
 a
 trend
 of
 dropping
 enrollment,
 poor
 gender
 diversity,
 the
 challenge
 of
 students
 learning
 a
 secondary
 programming
 language,
 and
 difficulties
 related
 to
 inadequate
 (or
 varied)
 preparation
 provided
 by
 CS1.
 
 Surveying
 educational
 research
 has
 indicated
 that
 using
 game
 development
 as
 the
focus
for
 assignments
 can
 mitigate
 many
 of
 the
 challenges
 of
 teaching
 CS1.

This
 paper 
has 
extracted 
many 
of 
the 
key
 beneficial
 components
 of
 game
 development
 assignments
 in
 CS1
 and
 provides
 them
 as
 a
 recipe
 for
 beneficially
 augmenting
 CS2
 with
 game 
development
 assignments.

 It
 is 
expected
 that
 all
 CS2
 courses
 can
 be
 enhanced
 by
 applying
 the
 elements
 presented
 within
 this
 recipe