A Study of First Year Undergraduate Computing Students’ Experience of Learning Software Development in the Absence of a Software Development Process

Impact of a Scratch programming intervention on student engagement in a Nigerian polytechnic first-year class: verdict from the observers

“…With an average overall engagement score of 77.4%, the result of this study is consistent with a similar study employing an active learning approach, which recorded an overall engagement of 83% ( Kothiyal et al., 2013 ). This study contrasts with results from a traditional CS1 class of Irish students learning software development, which recorded an overall low-level engagement score of 5.7 out of 12 (47.5%) ( Higgins et al., 2019 ). This suggests active learning — like the one employed in this study — rather than the traditional approach, delivers a more engaging experience for CS1 students ( Luxton-Reilly et al., 2018 ).…”

“…An engaging first programming class (CS1) often inspires students' passion for CS. However, most introductory computer science classes are far from engaging ( Higgins et al., 2019 ). Educational statistics from within institutions and those generated by external bodies from educational data collected from institutions in different parts of the world prove this assertion.…”