Using the SOLO Taxonomy to Understand Subgoal Labels Effect in CS1

is work extends previous research on subgoal labeled instructions by examining their effect across a semester-long, Java-based CS1 course. Across four quizzes, students were asked to explain in plain English the process that they would use to solve a programming problem. In this mixed methods study, we used the SOLO taxonomy to categorize student responses about problem-solving processes and compare students who learned with subgoal labels to those who did not. e use of the SOLO taxonomy classification allows us to look deeper than the mere correctness of answers to focus on the quality of the answers produced in terms of completeness of relevant concepts and explanation of relationships among concepts. Students who learned with subgoals produced higher-rated answers in terms of complexity and quality on three of four quizzes. Also, they were three times more likely to discuss issues of data type on a question about assignments and expressions than students who did not learn with subgoal labeling. is suggests that the use of subgoal labeling enabled students to gain a deeper and more complex understanding of the material presented in the course

Effect of Implementing Subgoals in Code.org\u27s Intro to Programming Unit in Computer Science Principles

The subgoal learning framework has improved performance for novice programmers in higher education, but it has only started to be applied and studied in K-12 (primary/secondary). Programming education in K-12 is growing, and many international initiatives are attempting to increase participation, including curricular initiatives like Computer Science Principles and non-profit organizations like Code.org. Given that subgoal learning is designed to help students with no prior knowledge, we designed and implemented subgoals in the introduction to programming unit in Code.org\u27s Computer Science Principles course. The redesigned unit includes subgoal-oriented instruction and subgoal-themed pre-written comments that students could add to their programming activities. To evaluate efficacy, we compared behaviors and performance of students who received the redesigned subgoal unit to those receiving the original unit. We found that students who learned with subgoals performed better on problem-solving questions but not knowledge-based questions and wrote more in open-ended response questions, including a practice Performance Task for the AP exam. Moreover, at least one-third of subgoal students continued to use the subgoal comments after the subgoal-oriented instruction had been faded, suggesting that they found them useful. Survey data from the teachers suggested that students who struggled with the concepts found the subgoals most useful. Implications for future designs are discussed

Effect of Implementing Subgoals in Code.org’s Intro to Programming unit in Computer Science Principles

The subgoal learning framework has improved performance for novice programmers in higher education, but it has only started to be applied and studied in K-12 (primary/secondary). Programming education in K-12 is growing, and many international initiatives are attempting to increase participation, including curricular initiatives like Computer Science Principles and non-profit organizations like Code.org. Given that subgoal learning is designed to help students with no prior knowledge, we designed and implemented subgoals in the introduction to programming unit in Code.org’s Computer Science Principles course. The redesigned unit includes subgoal-oriented instruction and subgoal-themed pre-written comments that students could add to their programming activities. To evaluate efficacy, we compared behaviors and performance of students who received the redesigned subgoal unit to those receiving the original unit. We found that students who learned with subgoals performed better on problem-solving questions but not knowledge-based questions and wrote more in open-ended response questions, including a practice Performance Task for the AP exam. Moreover, at least a third of subgoal students continued to use the subgoal comments after the subgoal-oriented instruction had been faded, suggesting that they found them useful. Survey data from the teachers suggested that students who struggled with the concepts found the subgoals most useful. Implications for future designs are discussed