The Use of Team-Based Learning to Improve Unit Test Scores of Adult Learners in Introduction to Programming Courses in a Small Southwest Georgia University

<p>Low success rates in the introduction to programming course at a small southwest Georgia state university have led to a low retention rate in the computer science degree program. The instructional strategy used to teach the course could contribute to the low success rates of the students in the course. Andragogy, the adult learning theory, was used as the theoretical framework for this study. The purpose of this quantitative causal-comparative study was to determine if differences existed in the numerical unit test scores between students who took introduction to programming using a traditional lecture and lab-based class format and students who took introduction to programming using a team-based learning format. The participants included 52 students who took the introduction to programming course during Spring 2019 and Fall 2019. The students’ unit test scores were analyzed using a series of ANCOVAs. No statistically significant differences were found in the unit test scores between the students who took introduction to programming using a traditional lecture and lab-based format and the students who took introduction to programming using a team-based learning format. By introducing the students to team-based learning earlier in the introduction to programming course, students’ confidence in their ability to make decisions could increase, course withdrawal rates could decrease, and the students’ ability to work in teams could be improved.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Counseling, Foundations & Leadership

Year dc:date.available

2021

Author dc:creator

• Cook, Karen Streetman

Contributors dc:contributor

• Dr. Jennifer L. Brown
• Dr. Yesem Peker
• Dr. Kimberly Shaw

• Team-Based Learning
• Test Scores
• Adult Learners
• Computer Programming
• Georgia
• Higher Education
• ANCOVA
• Curriculum and Instruction
• Educational Assessment, Evaluation, and Research
• Educational Leadership

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/441

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1440