Programming in Pairs with Alice to Improve Confidence, Enjoyment, and Achievement

2006 ◽  
Vol 34 (2) ◽  
pp. 213-228 ◽  
Author(s):  
Cathy Bishop-Clark ◽  
Jill Courte ◽  
Elizabeth V. Howard
Keyword(s):  
Computer Programming ◽  
Pair Programming ◽  
Programming Environment ◽  
Short Questionnaire ◽  
Post Test ◽  
The Impact ◽  
Introductory Computing

Students in an introductory computing class participated in a study investigating the impact of using a graphics programming environment (Alice) and pair-programming on confidence, enjoyment and achievement. Sixty-four participants completed a short questionnaire and a content pre-test about computer programming concepts. Students were then assigned to one of two groups: individual or paired. The pairs completed a tutorial on Alice and then completed a short assignment over a period of one week working as a team of two. The individuals completed the same tutorial and assignment but completed it alone. Lastly, all participants took the same questionnaire and content post-test. The results showed that all students experienced increased confidence in programming, that students in pairs enjoyed programming more than students who worked individually, and that all students performed significantly better on the content post-test.

A Quantitative and Qualitative Investigation of Using Alice Programming to Improve Confidence, Enjoyment and Achievement among Non-Majors

2007 ◽  
Vol 37 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Cathy Bishop-Clark ◽  
Jill Courte ◽  
Donna Evans ◽  
Elizabeth V. Howard
Keyword(s):  
Focus Group ◽  
Programming Language ◽  
Computer Programming ◽  
Programming Environment ◽  
Qualitative Investigation ◽  
Additional Insight ◽  
Graphical Programming ◽  
Before And After ◽  
Post Test ◽  
Introductory Computing

In this investigation, the use of the Alice programming language in an introductory computing class was studied from both a quantitative and qualitative perspective. Students in an introductory computing class participated in a 2.5–week unit to learn programming through the graphical programming environment of Alice. Quantitatively, students were surveyed before and after their Alice experience. One hundred and fifty-four students completed a short questionnaire about their enjoyment and confidence with computer programming along with a content test about their understanding of computer programming concepts. After the students completed a short tutorial on Alice and completed two short programming exercises, they completed the same questionnaire and content test. Qualitatively, three focus groups were held and students were asked to comment on their experience. Students were also required to write an essay requiring them to reflect on their Alice experiences. Data from student reflective essays were coded and analyzed Both the t-tests of the pre- and post-test survey data and the analysis of student essays show that students show significant increases in enjoyment of programming, confidence in programming, and understanding of programming concepts. Focus group comments provide additional insight to these findings.

scholarly journals The Impact of Pair Programming on Students Logical Thinking_A Case Study on Higher Academic Institution

2019 ◽  
Vol 16 (1) ◽  
pp. 85 ◽  
Author(s):  
Mahfudzah Othman ◽  
Arifah Fasha Rosmani ◽  
Shukor Sanim Mohd Fauzi ◽  
Umi Hanim Mazlan
Keyword(s):  
Cognitive Abilities ◽  
Test Group ◽  
Pair Programming ◽  
Control Group ◽  
P Value ◽  
Logical Thinking ◽  
Post Test ◽  
Agile Software ◽  
In The Beginning ◽  
The Impact

Pair Programming (PP) is a well-known agile software development technique that has been widely implemented in programming classes. Through PP, students are able to share knowledge and expertise that will contribute to better programming solutions. Nevertheless, how PP can help to improve students’ cognitive abilities has yet to be explored. Therefore, this study’s aim was to investigate the impacts of implementing Pair Programming (PP) on students’ logical thinking. Logical thinking is part of the cognitive ability claimed to be one of the crucial factors that determine the success or failure of novice programmers. To achieve this, 60 students who enrolled in Diploma in Computer Science programme in Universiti Teknologi MARA Perlis Branch, Malaysia, were asked to take the pre-test and post-test of Group Assessment Logical Thinking (GALT) Test in the beginning and at the end of the semester. These students were divided into two main groups; Control and Test in the Test Group, students with low logical ability will be paired with their high logical thinking friends. Meanwhile, in the Control Group, no pair programming or collaborative technique took place. Five programming tasks were assigned to both groups to solve either collaboratively or individually. The results obtained via paired sample t-tests statistical analysis shows significant improvements in students’ logical thinking with p-value <0.05 in the Test Group

scholarly journals The Impact of SRA-Programming on Computational Thinking in a Visual Oriented Programming Environment

2021 ◽  
Author(s):  
Nardie L. J. A. Fanchamps ◽  
Lou Slangen ◽  
Marcus Specht ◽  
Paul Hennissen
Keyword(s):  
Computational Thinking ◽  
Visual Programming ◽  
Test Design ◽  
Programming Environment ◽  
Programming Environments ◽  
Treatment Conditions ◽  
Post Test ◽  
Main Component ◽  
The Impact ◽  
Computational Skill

AbstractVisual programming environments are popular instruments in teaching Computational Thinking (CT) in schools today. Applying Sense-Reason-Act (SRA) programming can influence the development of computational thinking when forcing pupils to anticipate the unforeseen in their computer programs. SRA-programming originates from the programming of tangible robots, but can also be of equal value in visual programming with on-screen output. The underlying rationale is that programming in a visual programming environment using SRA leads to more understanding of the computational concepts addressed, resulting in a higher level of computational skill compared to visual programming without the application of SRA. Furthermore, it has been hypothesised that if pupils in a visual programming environment can anticipate unforeseen events and solve programming tasks by applying SRA, they will be better able to solve complex computational thinking tasks. To establish if characteristic differences in the development of computational thinking can be measured when SRA-programming is applied in a visual programming environment with an on-screen output, we assessed the applicability of SRA-programming with visual output as the main component of the execution of developed code. This research uses a pre-test post-test design that reveals significant differences in the development of computational thinking in two treatment conditions. To assess CT, the Computational Thinking Test (CTt) was used. Results show that when using SRA-programming in a visual programming environment it leads to an increased understanding of complex computational concepts, which results in a significant increase in the development of computational thinking.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

Revisiting rating scale development for rater-mediated language performance assessments: Modelling construct and contextual choices made by scale developers

2021 ◽  
pp. 026553222199405
Author(s):  
Ute Knoch ◽  
Bart Deygers ◽  
Apichat Khamboonruang
Keyword(s):  
Scale Development ◽  
Rating Scale ◽  
Language Assessment ◽  
Performance Assessments ◽  
Language Performance ◽  
Scale Development And Validation ◽  
Post Test ◽  
Development And Validation ◽  
The Impact ◽  
Different Sources

Rating scale development in the field of language assessment is often considered in dichotomous ways: It is assumed to be guided either by expert intuition or by drawing on performance data. Even though quite a few authors have argued that rating scale development is rarely so easily classifiable, this dyadic view has dominated language testing research for over a decade. In this paper we refine the dominant model of rating scale development by drawing on a corpus of 36 studies identified in a systematic review. We present a model showing the different sources of scale construct in the corpus. In the discussion, we argue that rating scale designers, just like test developers more broadly, need to start by determining the purpose of the test, the relevant policies that guide test development and score use, and the intended score use when considering the design choices available to them. These include considering the impact of such sources on the generalizability of the scores, the precision of the post-test predictions that can be made about test takers’ future performances and scoring reliability. The most important contributions of the model are that it gives rating scale developers a framework to consider prior to starting scale development and validation activities.

scholarly journals Linked(In)g Sport Management Education with the Sport Industry: A Preliminary Study

2021 ◽  
Vol 13 (4) ◽  
pp. 2275
Author(s):  
Samuel López-Carril ◽  
Miguel Villamón ◽  
María Huertas González-Serrano
Keyword(s):  
Social Media ◽  
Sport Management ◽  
Management Education ◽  
Educational Innovation ◽  
Two Dimensions ◽  
Management Tools ◽  
Sport Industry ◽  
Post Test ◽  
Management Students ◽  
The Impact

Social media are one of the most valuable management tools used by sport managers in the fulfilment of their daily tasks. However, the studies that share and analyse the impact of educational experiences that incorporate social media into sport management education for professional purposes are scarce to date. Thus, this study presents an educational innovation piloted in a sport management course where LinkedIn—the social media most associated with the professional sphere—is introduced through an experiential learning methodology, as a driver of students’ career development and as a tool to keep up to date and interact with the sport industry. To assess the learning outcomes, a new scale was developed and tested. A total of 90 Spanish undergraduate sport management students (M = 22.71; SD = 3.84) participated in the study, partaking in a pre-test and a post-test. Regarding the results linked to the testing of the scale, the statistical analysis reflects the scale’s two-dimensional nature, explaining 68.78% of the variance, presenting good psychometric properties (α = 0.95). On the other hand, significant increases in all the scale items between the two measures were obtained, with large effects size in the two dimensions (Cohen’s d ≥ 0.80). Therefore, it is concluded that LinkedIn can help to develop the professional profile of sport management students, Linked(In)g what is taught in the classroom with what the sport industry demands.

Impact of Collaborative Learning Strategies on Social Maturity of Secondary School Students

2021 ◽  
pp. 249-259
Author(s):  
J. N. Baliya ◽  
Shivani Sharma
Keyword(s):  
Collaborative Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Traditional Learning ◽  
Critical Ratio ◽  
School Students ◽  
Social Maturity ◽  
Post Test ◽  
The Impact

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

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