The Redesign of the Delivery of an Introductory Programming Unit

Abstract

This study examines the motivation of a cohort of first year computing students and the effects on their engagement as they progress through the revised delivery of an introductory programming unit. The purpose behind the redesign of the delivery of the unit was to maintain student engagement by ensuring that each student was able to assume responsibility for all their work, irrespective of their previous experience. One hoped-for consequence was the avoidance of the bi-modal results profile experienced in previous years. The level of engagement was measured in terms of the numbers of students submitting assignments, given that not all the assignments needed to be attempted to obtain a pass mark for the coursework component of the unit. A survey was conducted at the outset, at which it became clear that a substantial minority of the students were not particularly interested in programming. For these students the motivation was to pass the unit. The number of students expressing either some or considerable interest in programming in the survey almost directly matched the number completing a final, optional assignment. Student surveys and the lack of a bi-modal distribution in the results indicated that the revised delivery programme maintained the general level of motivation and engagement within the group throughout the academic year.

Decoding the underlying cognitive processes and related support strategies utilised by expert instructors during source code comprehension

“…This process is characterised by certain actions that a person performs prior to and throughout solving a problem. Due to the cognitive nature of problem solving, a person should continuously engage and stimulate their thought processes when solving a problem (Jones, 2007). To be successful in problem solving, Frederick (2005) recommends that people should have "the ability or disposition to resist reporting the response that first comes to mind" (p. 35).…”