Institute for Science and Technology Education (ISTE)
https://hdl.handle.net/10500/8875
2024-03-28T05:40:27ZIn search of experimental evidence on Scratch programming and students’ achievements in the first-year college computing class? Consider these datasets
https://hdl.handle.net/10500/29433
In search of experimental evidence on Scratch programming and students’ achievements in the first-year college computing class? Consider these datasets
Campbell, Oladele Oladunjoye; Atagana, Harrison I
This article presents datasets representing the demographics and achievements of computer science students in their first programming courses (CS1). They were collected from a research project comparing the effects of a constructionist Scratch programming and the conventional instructions on the achievements of CS1 students from selected Nigerian public colleges. The project consisted of two consecutive quasi-experiments. In both cases, we adopted a non-equivalent pretest-posttest control group design and multistage sampling. Institutions were selected following purposive sampling, and those selected were randomly assigned to the Scratch programming class (experimental) and the conventional (comparison) class. A questionnaire and pre- and post-introductory programming achievement tests were used to collect data. To strengthen the research design, we used the Coarsened Exact Matching (CEM) algorithm to create matched samples from the unmatched data obtained from both experiments.
Future studies can use these data to identify the factors influencing CS1 students' performance, investigate how programming pedagogies or tools affect CS1 students' achievements in higher education, identify important trends using machine learning techniques, and address additional research ideas.
2022-09-24T00:00:00ZImpact of a Scratch programming intervention on student engagement in a Nigerian polytechnic first-year class: verdict from the observers
https://hdl.handle.net/10500/29151
Impact of a Scratch programming intervention on student engagement in a Nigerian polytechnic first-year class: verdict from the observers
Campbell, Oladele Oladunjoye; Atagana, H.I.
An engaging first programming class (CS1) often inspires students’ passion for computer science (CS). However, the evidence in the literature suggests that the average CS1 classes are anything but engaging for many students. The performance of CS compared to other science, technology, engineering, and mathematics (STEM) courses in international student engagement surveys seems to substantiate CS1 failure, attrition rates, and lack of diversity in most CS classes. Meanwhile, for its simplicity in introducing programming to beginners, primary and secondary schools use Scratch, an educational programming environment developed by the Massachusetts Institute of Technology, USA. For the same reason, higher institutions now include some forms of Scratch instruction in CS1. The question remains, to what extent is Scratch engaging, especially for students in higher education? This study addressed this gap by observing college computer science students exposed to a constructionist Scratch programming pedagogy. We adopted a descriptive design based on quantitative observations. To observe the class during a weekly 2-hour session, we employed five CS educators, one observer per week. Each observer, employing a 20-item observation protocol, rated the extent of affective, behavioral, and cognitive engagement of first-year CS students in a polytechnic in North Central Nigeria. Most of the students were learning to program for the first time. Analysis of the data showed a significant agreement in the ratings of the five observers for overall student engagement, although the impact was moderate. However, while agreement in their ratings for affective engagement was significant, with a large effect, there was no significant concordance in their ratings for behavioral engagement. Observers also significantly agreed in their ratings for cognitive engagement; however, the impact was moderate. These findings suggest that employing Scratch in higher education can be engaging and useful, especially for students with no prior programming experience.
2022-03-01T00:00:00ZTowards innovative behaviour for technology students
https://hdl.handle.net/10500/26184
Towards innovative behaviour for technology students
Goosen, Leila; Ngugi, James K.
Kriek, Jeanne
Scale items related to Cognitive and Metacognitive Strategies (CMSs), Course Design Characteristics (CDCs), Knowledge Sharing Behaviour (KSB) and Innovative Behaviour (IB) can be gathered from literature and located within relevant theoretical conceptual frameworks. The aim of the study reported on in this paper was answering the research question: How can such items be re-purposed and/or modified for measuring CMSs, CDCs, KSB and IB during technology education? The importance of this research is justified in terms of the study objectives. The paper explains the design and execution of the methodology as appropriate and adequate in relation to the research question. This quantitative research design considered issues of reliability and validity. The discussion of results shows insight and originality, suggests implications and makes recommendations that are applicable and useful. The research question is answered in the conclusion, with the conclusions being justifiable in terms of the methodology and the results of the pilot study, which allowed for refining of the measures in terms of a set of original items to be used in the main study. The pilot study also contributes towards scholarly debate in fields related to CMSs, CDCs, KSB and IB.
2019-01-01T00:00:00ZEffects of Felder-Silverman and Honey-Mumford learning model on students’ in technical college
https://hdl.handle.net/10500/26183
Effects of Felder-Silverman and Honey-Mumford learning model on students’ in technical college
Numgwo, Atsumbe Bernard; Emmanuel, Raymond; Owodunni, Samuel Ayanda; Ekpe, Rose Esse
Kriek, Jeanne
In Nigeria, enhancing instructional delivery in Radio, Television and Electronics (RTVE) as a trade subject in technical colleges has become a great concern for technical teachers as it focuses on overcoming the challenges of assisting the learner to learn by enhancing their cognitive achievement and interest. The purpose of this study was to determine the effect of Felder-Silverman and Honey-Mumford learning models on students’ achievement and interest in RTVE. Two research questions and three hypotheses tested at .05 level of significance guided the study. The study adopted quasi-experimental design. The population for the study consisted of 60 National Technical Certificate level II (NTC II) RTVE students in Technical colleges in Nigeria Federal Capital Territory, Abuja. A population of 60 students consisting of 50 males and 10 females were assigned to two treatment groups. The instruments for data collection were Radio, Television and Electronics Achievement Test (RTVEAT) and Radio, Television and Electronics Interest Inventory (RTVEII). The RTVEAT and RTVEII; Felder-Silverman lesson plans and Honey-Mumford lesson plans were validation. The test-retest reliability was determined using Pearson Product Moment Correlation Coefficient and was found to be .91, while the internal consistency of the RTVEAT was determined by Kuder-Richardson 20 (KR20). The RTVEII was subjected to construct validation using principal component analysis. A total of 24 items were selected for the study in the interest inventory. The internal consistency estimate of the RTVEII was determined using Cronbach Alpha technique and was found to be .82. Mean was used to answer the research questions while, Analysis of Covariance (ANCOVA) was used to test the four hypotheses that guided the study at .05 level of probability. The study found out, among others, that Felder-Silverman learning model is more effective than Honey-Mumford learning model in improving students’ achievement and interest in RTVE. There was an effect of gender on students’ achievement and interest in favour of females. Gender had no significant effect on students’ achievement. The study found no significant effect of treatments and gender on students’ achievement and interest in RTVE. The study recommended among others that Felder-Silverman learning model should be adopted in the teaching/learning of RTVE in Technical Colleges. In addition, workshops, seminars and conferences should be organized by Federal and State Science and Technical Schools Board to enlighten and train RTVE teachers on the application of Felder-Silverman learning model for improving students’ achievement and interest in studying RTVE
2019-01-01T00:00:00Z