A Scratch-based CS0 course for at-risk computer science majors

Rizvi, Mona; Humphries, Thorna

doi:10.1109/fie.2012.6462491

Cited by 20 publications

(15 citation statements)

References 12 publications

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“…In the study by Sykes (2007), the experimental group had the same traditional classes as the control group in the C language but was exposed to Alice for an extra half-hour in each class. However, the exposure time, which may have had an impact on the effects of block-based visual programming on students’ academic achievement, was not analyzed in this meta-analysis because the exposure times in the complementary condition for the experimental and control groups are different in most of the included studies (e.g., Cooper et al., 2003; Johnsgard & McDonald, 2008; Moskal et al., 2004; Rizvi & Humphries, 2012; Rizvi et al., 2012).…”

Section: Discussionmentioning

confidence: 99%

Exploring the Effectiveness and Moderators of Block-Based Visual Programming on Student Learning: A Meta-Analysis

Chen

2020

Journal of Educational Computing Research

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Block-based visual programming tools, such as Scratch, Alice, and MIT App Inventor, provide an intuitive and easy-to-use editing interface through which to promote programming learning for novice students of various ages. However, very little attention has been paid to investigating these tools’ overall effects on students’ academic achievement and the study features that may moderate the effects of block-based visual programming from a comprehensive perspective. Thus, the present study carried out a meta-analysis to systemically examine 29 empirical studies (extracting 34 effect sizes) using experimental or quasi-experiments involving the programming learning effects of employing block-based visual programming tools to date (until the end of 2019). The results showed a small to medium significant positive overall mean effect size (fixed-effect model g = 0.37; random-effects model g = 0.47) of the use of these block-based visual programming tools with respect to students’ academic achievement. Furthermore, the overall mean effect size was significantly affected by the educational stage, programming tool used, experimental treatment, and school location. Discussions and implications based on the findings are provided.

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Section: Discussionmentioning

confidence: 99%

Exploring the Effectiveness and Moderators of Block-Based Visual Programming on Student Learning: A Meta-Analysis

Chen

2020

Journal of Educational Computing Research

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“…In addition to these K-12 level studies, there were some initial attempts to use Scratch as a programming environment for novices at the university level (Malan, 2010;Malan and Leitner, 2007;Rizvi & Humphries, 2012;Wolz, Leitner, Malan, & Maloney, 2009). Nevertheless, they were restricted either in terms of methodology or the purpose for using Scratch as an instructional tool.…”

Section: Introductionmentioning

confidence: 99%

Preservice Teachers’ Introduction to Computing

Çetin

2016

Journal of Educational Computing Research

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Computational thinking has been gaining new impetus in the academic community and in K-12 level education. Scratch is a visual programming environment that can be utilized to teach and learn introductory computing concepts. There are some studies investigating the effectiveness of Scratch for K-12 level education. However, studies that have been conducted at the collegiate level, especially in the context of preservice computing teacher education, are very rare. The present study aimed to investigate the effect of Scratch-based instruction on preservice teachers' understanding of basic programming concepts and their attitudes toward programming. In the present study, a mixed method design was utilized. In the first phase of the study, the data were collected using an achievement test, a practice test, and a computer programming attitude scale. In the second phase of the study, data were collected through a semistructured interview. The results of the study indicated that preservice teachers in Scratch-based instruction had significantly better understanding of basic computing concepts. Qualitative data indicated that Scratch-based instruction was useful in constructing a more meaningful learning environment for preservice teachers. The results of this study have implications for researchers and preservice computing teacher educators when designing an introductory computing course.

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“…Rizvi & Humphries (2012) [27] discussed an introductory undergraduate programming course using the VPE Scratch. The Scratch software allows students to construct a computer program by graphically connecting blocks of commands.…”

Section: ) Revised Introductory Computing Classmentioning

confidence: 99%

A Review of Interventions to Recruit and Retain ICT Students

Siiman¹,

Pedaste²,

Tõnisson³

et al. 2014

IJMECS

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This article reviews and analyses the educational research literature on interventions to increase the recruitment and retention of information and communications technology (ICT) students. The results show that three changes in computing pedagogy characterize successful interventions, and consequently offer promising ways to attract and prepare more people for careers in ICT. The most important selection criterion considered when choosing papers to review was that interventions had been tested in practice and their effectiveness measured. Interventions were arranged into two groups: recruitment and retention. Recruitment interventions described initiatives to motivate interest in computing among secondary schools students, whereas retention interventions described efforts to retain students in ICT majors at universities. The three pedagogical approaches that emerged from an analysis of the successful interventions were: (1) visual programming environments to teach introductory programming, (2) inquiry learning activities to engage students in computing, and (3) integration of interdisciplinary knowledge to attract students from diverse disciplines. This review draws attention to innovative teaching practices currently shaping computer science education. Wider adoption of these pedagogical strategies has the potential to significantly increase the number of qualified ICT professionals.

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A Scratch-based CS0 course for at-risk computer science majors

Cited by 20 publications

References 12 publications

Exploring the Effectiveness and Moderators of Block-Based Visual Programming on Student Learning: A Meta-Analysis

Exploring the Effectiveness and Moderators of Block-Based Visual Programming on Student Learning: A Meta-Analysis

Preservice Teachers’ Introduction to Computing

A Review of Interventions to Recruit and Retain ICT Students

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