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ERIC Number: ED560314
Record Type: Non-Journal
Publication Date: 2013
Pages: 217
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-5461-8
Introductory Computer Programming Course Teaching Improvement Using Immersion Language, Extreme Programming, and Education Theories
Velez-Rubio, Miguel
ProQuest LLC, Ph.D. Dissertation, Capella University
Teaching computer programming to freshmen students in Computer Sciences and other Information Technology areas has been identified as a complex activity. Different approaches have been studied looking for the best one that could help to improve this teaching process. A proposed approach was implemented which is based in the language immersion theory combined with extreme programming techniques and strategies associated with educational concepts, including collaborative learning, problem based learning, self-directed learning, and experiential learning. A study using the mixed method was worked. Combining qualitative and quantitative results through the triangulation approach, two groups were defined for an experiment that compared a group of students working with the traditional approach for teaching computer programming with another group using the proposed approach. The students' performance reflected on the posttest scores determined the main dependent variable evaluated from both groups. The groups constitute the independent variable. Throughout classes qualitative information was compiled using the Critical Incident Questionnaire for formative assessment. A questionnaire was administered to evaluate students' motivation toward programming, and another one to evaluate students' predisposition to continue in the program. In the experimental group the last activity was a focus group to evaluate the opinion of students regarding the proposed approach. The results demonstrated that the proposed approach was not significantly different from the traditional approach in terms of its efficiency. Furthermore, the data collected demonstrated that the proposed approach was not significantly better than the traditional one. Student's comments revealed they felt comfortable working with the proposed approach. This supports the results demonstrating it was efficient; however, this is not enough to establish that it is better than the traditional approach. Limitations were identified and considered instrumental in the results obtained. It is important to make adjustments to the design used and to replicate this study in diverse contexts in order to confirm the results obtained or to demonstrate what is still believed to be a valuable teaching approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A