CHI TIẾT NGHIÊN CỨU …
Tiêu đề
A pilot study on the impact of teaching assistant led cs1 study sessions using peer instruction
Tác giả
Gilbert M.; Weikle D.A.B.
Năm xuất bản
2020
Source title
SIGCSE 2020 - Proceedings of the 51st ACM Technical Symposium on Computer Science Education
Số trích dẫn
0
DOI
10.1145/3328778.3372602
Liên kết
Tóm tắt
The aim of this research is to discover if a structured study session program for CS1 students led by Teaching Assistants using Peer Instruction can promote an environment in which students feel an increased sense of belonging and improve course material retention. This study investigates the efficacy of weekly study sessions by measuring student attitudes and content retention over the course of a single semester of the introductory CS1 course at a medium sized liberal arts university with approximately 8 sections of 30 students each. © 2020 Copyright held by the owner/author(s). Publication rights licensed to ACM.
Từ khóa
Peer instruction; Retention; Sense of belonging; Teacher assistant
Tài liệu tham khảo
What is the se retention rate in u. s. 4-year institutions, STEM Education Data and Trends, (2014); DuBow A., Et al., Multiple factors converge to influence women's persistence in computing: A qualitative analysis, Best of Respect, (2016); Daniel Z., Porter L., Peer instruction in computing: The value of instruction intervention, Computers & Education, 71, pp. 87-96, (2014); Simon B., Kohanfars M., Lee J., Tamayo K., Cutts Q., Experience report: Peer instruction in introductory computing, SIGCSE'10-Proceedings of the 41st ACM Technical Symposium on Computer Science Education, pp. 341-345, (2010)
Nơi xuất bản
Hình thức xuất bản
Conference paper
Open Access
All Open Access; Green Open Access
Nguồn
Scopus