research-article

Project-Based Collaborative Learning Enhances Students' Programming Performance

Authors:

Nicole Herbert,

Riseul RyuAuthors Info & Claims

ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1

Pages 248 - 254

https://doi.org/10.1145/3502718.3524779

Published: 07 July 2022 Publication History

Abstract

The objective of this study was to investigate if the Project-Based Collaborative Learning (PBCL) approach could positively impact on a student's performance within an introductory programming subject. PBCL is a student-centred approach that allows students to collaboratively engage in an authentic complex project that facilitates students developing knowledge and skills while systematically completing learning tasks that combine to achieve the project. In this study, PBCL was implemented within a postgraduate web-based programming subject for students who mostly did not have a prior history with programming. This study used inferential descriptive statistical analysis to compare the students' performance with a prior offering where students completed all tasks as individuals. The size of the study was 799 students over three years (n=338 in 2019, 238 in 2020 and 223 in 2021). The results indicate a statistically significant improvement, with failure rates declining by 7% and average overall performance improving by 5.8%. As there were a substantial number of female students an analysis based on gender was also possible (38% female students). This approach indicated a statistically significant improvement for female students, with failure rates declining by 10% and average overall performance improving by 8.3%. The results of this study provide evidence of the effectiveness of the PBCL approach to engage and improve a student's, especially female students' learning within an introductory programming subject.

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Cited By

Sidekerskienė TDamaševičius R(2024)Pedagogical memes: a creative and effective tool for teaching STEM subjectsInternational Journal of Mathematical Education in Science and Technology10.1080/0020739X.2024.2328818(1-31)Online publication date: 26-Mar-2024
https://doi.org/10.1080/0020739X.2024.2328818
Hadyaoui ACheniti-Belcadhi L(2023)Ontology-based group assessment analytics framework for performances prediction in project-based collaborative learningSmart Learning Environments10.1186/s40561-023-00262-w10:1Online publication date: 26-Sep-2023
https://doi.org/10.1186/s40561-023-00262-w
Goswami LZeinoddin PEstier TCherubini M(2023)Supporting Collaboration in Introductory Programming Classes Taught in Hybrid Mode: A Participatory Design StudyProceedings of the 2023 ACM Designing Interactive Systems Conference10.1145/3563657.3596042(1248-1262)Online publication date: 10-Jul-2023
https://dl.acm.org/doi/10.1145/3563657.3596042
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Published In

cover image ACM Conferences

ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 1

July 2022

686 pages

ISBN:9781450392013

DOI:10.1145/3502718

General Chairs:
Brett A. Becker
University College Dublin, Ireland
,
Keith Quille
Technological University Dublin, Ireland
,
Mikko-Jussi Laakso
University of Turku, Finland
,
Program Chairs:
Erik Barendsen
Radboud University & Open University, The Netherlands
,
Simon
Unaffiliated, Australia

Copyright © 2022 ACM.

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Published: 07 July 2022

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ITiCSE 2022

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ITiCSE 2022: Innovation and Technology in Computer Science Education

July 8 - 13, 2022

Dublin, Ireland

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Overall Acceptance Rate 552 of 1,613 submissions, 34%

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Cited By

Sidekerskienė TDamaševičius R(2024)Pedagogical memes: a creative and effective tool for teaching STEM subjectsInternational Journal of Mathematical Education in Science and Technology10.1080/0020739X.2024.2328818(1-31)Online publication date: 26-Mar-2024
https://doi.org/10.1080/0020739X.2024.2328818
Hadyaoui ACheniti-Belcadhi L(2023)Ontology-based group assessment analytics framework for performances prediction in project-based collaborative learningSmart Learning Environments10.1186/s40561-023-00262-w10:1Online publication date: 26-Sep-2023
https://doi.org/10.1186/s40561-023-00262-w
Goswami LZeinoddin PEstier TCherubini M(2023)Supporting Collaboration in Introductory Programming Classes Taught in Hybrid Mode: A Participatory Design StudyProceedings of the 2023 ACM Designing Interactive Systems Conference10.1145/3563657.3596042(1248-1262)Online publication date: 10-Jul-2023
https://dl.acm.org/doi/10.1145/3563657.3596042
Hadyaoui ACheniti‐Belcadhi L(2023)Exploring the effects of gender in skills acquisition in collaborative learning based on the ontological clustering modelJournal of Computer Assisted Learning10.1111/jcal.1285240:6(2484-2495)Online publication date: 23-Jul-2023
https://doi.org/10.1111/jcal.12852
Lepp MKirotar C(2023)Exploring Projects in a Python Programming MOOC for Young Learners2023 IEEE Global Engineering Education Conference (EDUCON)10.1109/EDUCON54358.2023.10125128(1-8)Online publication date: 1-May-2023
https://doi.org/10.1109/EDUCON54358.2023.10125128
Hadyaoui ACheniti-Belcadhi L(2023)An Ontology-Based Collaborative Assessment Analytics Framework to Predict Groups’ DisengagementIntelligent Decision Technologies10.1007/978-981-99-2969-6_7(74-84)Online publication date: 30-May-2023
https://doi.org/10.1007/978-981-99-2969-6_7

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