Collaborative Learning for Information Security Topics: A Pilot Study

Collaborative learning has seen a growing popularity in computing education with promising results. The purpose of this research study is to determine if the collaborative guided learning pedagogy is valid for the diverse information security-related topics. We have developed and tested on three security topics and learning activities, including input validation, security in operating systems, and SQL injection in the pilot study. Applied pre-test and post-test surveys to measure the effectiveness of the learning experiences. We have conducted statistical analysis and qualitative analysis to compare the pre- and post-surveys results. Furthermore, we found that team experience is helpful to research with security topics, and more time allowed for the activity could benefit the learning experience

The Effectiveness of Case-Based Learning in Facilitating Clinical Reasoning Skills in Undergraduate Anatomy and Physiology Instruction

Case-based learning (CBL) is an approach that uses clinical case activities in the classroom to engage students and encourage a deeper understanding of scientific concepts. Anatomy and Physiology (A&P) is a course that many students take as a prerequisite for admission to professional health schools. This study investigated the effect of CBL in facilitating clinical reasoning skills (CRS) in undergraduate A&P instruction. Undergraduate students from two classes taught by the same instructor participated in the study. One class (experimental group, n = 24 ) was taught with the CBL approach, and the other class (control group, n = 24 ) was taught without CBL. Quantitative data collected for this study were scores on the pretest and posttest clinical reasoning problem (CRP) instrument about the central nervous system, autonomic nervous system, and special senses. A 2 × 2 (CBL vs. No CBL × Pre-Posttest) mixed-model analysis of variance (ANOVA) was performed for each of the three systems with the scores on CRP as a dependent variable. Nine students were selected for interviews from the control and experimental groups based on their CRP assessments. Interviews were conducted after the completion of each CRP assessment, and content analysis was performed for the interview data.Analysis of the quantitative data revealed an increase in mean scores from pretest to posttest for those in the experimental group but a decrease in mean scores from pretest to posttest for those in the control group. Scores on special senses revealed a significant group × time interaction effect. Analysis of the interviews revealed that students in the experimental group utilized A&P concepts while reasoning through the CRP assessments. These results suggest that CBL may help facilitate CRS

Modelo preditivo de aprendizagem ativa em engenharia baseado na modelagem de equações estruturais com mínimos quadrados parciais (PLS-SEM)

The Brazilian National Curriculum Guidelines (DCN) of the Undergraduate Engineering Courses of 2019 presented new pedagogical demands, one of them being the application of Active Learning (AL). Scientific studies on AL applied to Engineering courses has grown significantly in recent years and its results uncovered challenges and opportunities for future research. Classroom observation instruments designed for AL environments have emerged and have supported research to objectively assess the behaviors and attitudes that characterize such environments. However, there was a lack of predictability for Engineering Higher Education Institutions (EHEIs) regarding learning gains when applying AL techniques within a challenging process of changing teaching practices. In this context, the objective of this thesis was to propose a predictive mathematical model that demonstrates the relationship between the students' degree of learning and the application or not of AL techniques in the classroom (measured by the level of activity captured by an observation protocol). To achieve this objective, a strict and systematic methodological process was established, using controlled experimental research in an EHEI over three years, in two dimensions of analysis. The first one, intraclass, used a repeated measures experimental design to demonstrate the probable causeeffect relationship in a two-level one-factor approach. In addition, it allowed a qualitative analysis of AA application in individual courses. The second, interclass, involved independent class samples in subsequent semesters and used Partial Least Squares Structural Equation Modeling to test and identify the best predictive model for learning based on the application of AL. The intraclass results demonstrated, in a positive cause-effect relationship, that the global average academic performance was 14% better in the post-AL assessment, compared to the first, without the application of AL techniques, representing 40% of the standard deviation of the grades. In addition, the individual analysis of performance in each of the courses revealed the most and least successful strategies and allowed to recommend those most viable AL strategies for specific groups of courses. In the interclass dimension, the improvement was 10% and the PLS-SEM predictive model was positively validated by several performance indexes, demonstrating a significant and non-linear positive relationship between the latent constructs, with a moderate to high relevance for learning prediction (2 > 0.344). In the demonstration of the predictive relevance, the best-fitting curve of the relationship allowed, from an average score between 0 and 35.97 in the level of AL adherence (NAA) to predict an average Learning score (AP) between 45.89 and 74.90 on the scale of performance degrees. β coefficients were positive and significant, with p values < 0.01. The systematic methodological design and the results obtained are intended to be the main contributions of this research to the literature and to the latent discussion of the effectiveness of active learning methods in Engineering Education.Agência 1As Diretrizes Curriculares Nacionais (DCN) dos Cursos de Graduação em Engenharia de 2019 apresentaram novas demandas pedagógicas, sendo uma delas a aplicação de Aprendizagem Ativa (AA). A pesquisa científica sobre AA aplicada aos cursos de Engenharia tem crescido de forma relevante nos últimos anos e seus resultados tem revelado desafios e oportunidades para novos estudos. Instrumentos de observação em sala de aula projetados para os ambientes de AA surgiram e têm apoiado pesquisas para avaliação dos comportamentos e atitudes que caracterizam tais ambientes. Entretanto, observou-se a falta de previsibilidade para as Instituições de Ensino Superior (IES) de Engenharia quanto aos ganhos de aprendizagem ao aplicar as técnicas ativas dentro de um processo desafiador de mudança de práticas de ensino. Neste contexto, o objetivo desta tese foi propor um modelo matemático preditivo que demonstrasse a relação entre a aprendizagem dos alunos (medido pelas suas notas) e a aplicação ou não das técnicas de AA em sala de aula (medido pelo nível de atividade capturado por um protocolo de observação). Para atingir esse objetivo, uma rígida sistemática metodológica foi estabelecida, utilizando-se de pesquisa experimental controlada em uma IES de Engenharia ao longo de três anos, em duas dimensões de análise. A primeira, intraclasse, utilizou um projeto de amostras pareadas para gerar as bases de observações e graus de desempenho e demonstrar a provável relação causa-efeito em dois níveis de um fator, além de permitir a avaliação qualitativa da abordagem de AA de cada disciplina. A segunda, interclasse, envolveu amostras independentes de turmas em semestres subsequentes e utilizou a Modelagem de Equações Estruturais por Mínimos Quadrados Parciais - PLS-SEM para testar e identificar o melhor modelo preditivo para a aprendizagem em função da aplicação da AA. Os resultados intraclasse demonstraram uma relação positiva de causa-efeito, onde o desempenho acadêmico médio global foi 14% melhor na avaliação pós AA, comparado com a primeira, sem a aplicação de técnicas de AA, representando 40% do desvio padrão das notas. Além disto, a análise individual do desempenho em cada uma das disciplinas revelou as estratégias de maior e menor sucesso e permitiu recomendar aquelas estratégias mais viáveis de AA para grupos específicos de disciplinas. Na dimensão interclasse, a melhoria foi de 10% e o modelo preditivo PLS-SEM foi validado positivamente por diversos índices de desempenho, demonstrando uma relação positiva significativa e não linear entre os constructos latentes, com capacidade entre moderada e alta de predição de alvos de aprendizagem (Q²>0,344), a partir dos níveis de AA. Na demonstração da relevância preditiva, a curva ajustada da relação permitiu, a partir de um escore médio entre 0 e 35,97 no nível de aderência AA (NAA) prever um escore médio de Aprendizagem (AP) entre 45,89 e 74,90, na escala de graus de desempenho. Os coeficientes β foram positivos e significativos, com valores p < 0,01. A sistemática metodológica e os resultados obtidos pretendem ser as principais contribuições desta pesquisa para a literatura e para a discussão latente da eficácia de métodos ativos de aprendizagem na Educação em Engenharia

Exploring learners’ proficiency in stoichiometry and attitudes towards science through Process Oriented Guided Inquiry Learning (POGIL) intervention

Stoichiometry is one of the difficult topics in the senior secondary school chemistry curriculum. It is usually taught through the traditional lecture method of presentation that is non-engaging for learners. Consequently, there is poor understanding, achievement, and negative perceptions of stoichiometry and chemistry in general. The goal of this study was to explore learners’ evolving proficiency in stoichiometry and attitudes towards science as a result of their participation in Process Oriented Guided Inquiry Learning (POGIL) activities. That is, POGIL which incorporates guided-inquiry and collaborative learning was introduced as an intervention strategy in learning stoichiometry. This was assessed by examining learners’ experiences with learning stoichiometry before and after the POGIL intervention. The study further investigated possible contributing factors to learners’ evolving proficiency in stoichiometry and attitudes towards science. This study employed the socio-cultural learning theory as proposed by Vygotsky (1978). The role of socio-cultural features such as ‘social interaction’, ‘cultural tools’, ‘self-regulation’ and ‘zone of proximal development’ (ZPD) were explored with regards to learners’ stoichiometry proficiency and attitudes towards science progression as they participated in POGIL activities. The work of Kilpatrick, Swafford and Findell (2001) on proficiency and Fraser (1981) on attitudes towards science were used as analytical lenses to understand learners’ proficiency in stoichiometry and attitudes towards science, respectively. This study was underpinned by the pragmatic research paradigm. Thus, a Quant + Qual concurrent mixed-methods approach which involves generating, analysing, and integrating both qualitative and quantitative data to provide answers to research questions was adopted. It was an intervention study carried out in two senior secondary schools in the Ilorin metropolis of Kwara State, Nigeria. A sample of 53 senior secondary school year two learners participated. Questionnaires and journal entries were completed by the 53 learners, while seven learners were interviewed. Data were collected using both qualitative and quantitative data generating tools including pre-and post-tests. The stoichiometry learning questionnaire (SLQ), test of science related attitude (TOSRA) questionnaire, and stoichiometry achievement tool (SAT) were used to generate quantitative data while the SLQ, semi-structured interviews, and journal entries were the qualitative data tools. Data were generated in three phases. Phase one was baseline data through SLQ, TOSRA and SAT pre-tests. The second phase was the intervention phase where the POGIL approach was implemented in the classrooms and learners were engaged in journal entries. Post-intervention was the last phase where TOSRA and SAT post-tests were administered and semi-structured interviews were conducted with participants. Thus, data were analysed quantitatively and qualitatively. Before the POGIL intervention, the findings of this study revealed that most of the learners perceived stoichiometry as difficult because of the instructional characteristics, the nature of stoichiometry concepts, and learners’ attributes. After the POGIL intervention, however, learners showed increased proficiency in stoichiometry and attitudes towards science. Findings also indicate that learners’ proficiency in stoichiometry and attitude towards science were associated with the facilitators or learning environment features, the nature of instructional characteristics, learners’ perceptions of stoichiometry or science, and the extent to which learners could comprehend or master science concepts. Notably, these features are intertwined and cohere with the socio-cultural theory and POGIL principles. This study offered insights into how proficiency in stoichiometry and attitudes towards science may develop among senior secondary school learners in Nigeria. The findings point to POGIL as an example of an instructional approach that provides enabling characteristics and useful information for planning instructional activities for the development and nurturing of proficiency and attitudes towards science. The results suggest that the POGIL strategy could alleviate some of the factors perceived as contributors to difficulty in learning stoichiometry. As such, the study makes contributions to the field of science education in Nigeria particularly regarding how both the tenets of the socio-cultural framework (social interaction, cultural tools, self-regulation, and ZPD) and POGIL (guided-inquiry and collaborative learning) could be aligned to facilitate the development of proficiency and attitudes towards science. The study, therefore, recommends that POGIL should be used as an inquiry-based approach in science classrooms to promote the development of learners’ proficiency and attitudes towards science. The study could also be utilised as a resource to guide or set a base for further investigation into the implementation of POGIL in other areas of chemistry or science as well as creating professional development spaces that promote community of practice among science teachers as observed in this study

Exploring learners’ proficiency in stoichiometry and attitudes towards science through Process Oriented Guided Inquiry Learning (POGIL) intervention

Stoichiometry is one of the difficult topics in the senior secondary school chemistry curriculum. It is usually taught through the traditional lecture method of presentation that is non-engaging for learners. Consequently, there is poor understanding, achievement, and negative perceptions of stoichiometry and chemistry in general. The goal of this study was to explore learners’ evolving proficiency in stoichiometry and attitudes towards science as a result of their participation in Process Oriented Guided Inquiry Learning (POGIL) activities. That is, POGIL which incorporates guided-inquiry and collaborative learning was introduced as an intervention strategy in learning stoichiometry. This was assessed by examining learners’ experiences with learning stoichiometry before and after the POGIL intervention. The study further investigated possible contributing factors to learners’ evolving proficiency in stoichiometry and attitudes towards science. This study employed the socio-cultural learning theory as proposed by Vygotsky (1978). The role of socio-cultural features such as ‘social interaction’, ‘cultural tools’, ‘self-regulation’ and ‘zone of proximal development’ (ZPD) were explored with regards to learners’ stoichiometry proficiency and attitudes towards science progression as they participated in POGIL activities. The work of Kilpatrick, Swafford and Findell (2001) on proficiency and Fraser (1981) on attitudes towards science were used as analytical lenses to understand learners’ proficiency in stoichiometry and attitudes towards science, respectively. This study was underpinned by the pragmatic research paradigm. Thus, a Quant + Qual concurrent mixed-methods approach which involves generating, analysing, and integrating both qualitative and quantitative data to provide answers to research questions was adopted. It was an intervention study carried out in two senior secondary schools in the Ilorin metropolis of Kwara State, Nigeria. A sample of 53 senior secondary school year two learners participated. Questionnaires and journal entries were completed by the 53 learners, while seven learners were interviewed. Data were collected using both qualitative and quantitative data generating tools including pre-and post-tests. The stoichiometry learning questionnaire (SLQ), test of science related attitude (TOSRA) questionnaire, and stoichiometry achievement tool (SAT) were used to generate quantitative data while the SLQ, semi-structured interviews, and journal entries were the qualitative data tools. Data were generated in three phases. Phase one was baseline data through SLQ, TOSRA and SAT pre-tests. The second phase was the intervention phase where the POGIL approach was implemented in the classrooms and learners were engaged in journal entries. Post-intervention was the last phase where TOSRA and SAT post-tests were administered and semi-structured interviews were conducted with participants. Thus, data were analysed quantitatively and qualitatively. Before the POGIL intervention, the findings of this study revealed that most of the learners perceived stoichiometry as difficult because of the instructional characteristics, the nature of stoichiometry concepts, and learners’ attributes. After the POGIL intervention, however, learners showed increased proficiency in stoichiometry and attitudes towards science. Findings also indicate that learners’ proficiency in stoichiometry and attitude towards science were associated with the facilitators or learning environment features, the nature of instructional characteristics, learners’ perceptions of stoichiometry or science, and the extent to which learners could comprehend or master science concepts. Notably, these features are intertwined and cohere with the socio-cultural theory and POGIL principles. This study offered insights into how proficiency in stoichiometry and attitudes towards science may develop among senior secondary school learners in Nigeria. The findings point to POGIL as an example of an instructional approach that provides enabling characteristics and useful information for planning instructional activities for the development and nurturing of proficiency and attitudes towards science. The results suggest that the POGIL strategy could alleviate some of the factors perceived as contributors to difficulty in learning stoichiometry. As such, the study makes contributions to the field of science education in Nigeria particularly regarding how both the tenets of the socio-cultural framework (social interaction, cultural tools, self-regulation, and ZPD) and POGIL (guided-inquiry and collaborative learning) could be aligned to facilitate the development of proficiency and attitudes towards science. The study, therefore, recommends that POGIL should be used as an inquiry-based approach in science classrooms to promote the development of learners’ proficiency and attitudes towards science. The study could also be utilised as a resource to guide or set a base for further investigation into the implementation of POGIL in other areas of chemistry or science as well as creating professional development spaces that promote community of practice among science teachers as observed in this study

Proceedings of the 33rd Annual Workshop of the Psychology of Programming Interest Group

This is the Proceedings of the 33rd Annual Workshop of the Psychology of Programming Interest Group (PPIG). This was the first PPIG to be held physically since 2019, following the two online-only PPIGs in 2020 and 2021, both during the Covid pandemic. It was also the first PPIG conference to be designed specifically for hybrid attendance. Reflecting the theme, it was hosted by Music Computing Lab at the Open University in Milton Keynes