{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110542"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110542","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Students’ perceptions of two active learning strategies in a higher-level CS course: Think-pair-share vs POGIL","abstract":"Process-oriented guided inquiry learning (POGIL) has been shown to be an effective educational strategy and has been applied in computer science (CS) education. However, previous research mainly focuses on students’ academic performance and the comparison between POGIL and traditional teaching methods. Further, POGIL is most commonly applied to entry-level CS courses. Here we investigate students’ perception of both POGIL and another active learning strategy (group activities loosely based on think-pair-share) in a higher-level CS course taught in the same semester. Our results from quantitative analysis of student surveys demonstrate that POGIL is effective in reducing students’ perceptions of difficulty, stress, and time spent on the course, creating an engaging environment, and increasing students’ self-efficacy. In addition, we find that TPS and POGIL are generally similar to each other in our experiment. Future research can improve our design and use a larger sample to make the conclusion more robust.","abstract_html":"Process-oriented guided inquiry learning (POGIL) has been shown to be an effective educational strategy and has been applied in computer science (CS) education. However, previous research mainly focuses on students’ academic performance and the comparison between POGIL and traditional teaching methods. Further, POGIL is most commonly applied to entry-level CS courses. Here we investigate students’ perception of both POGIL and another active learning strategy (group activities loosely based on think-pair-share) in a higher-level CS course taught in the same semester. Our results from quantitative analysis of student surveys demonstrate that POGIL is effective in reducing students’ perceptions of difficulty, stress, and time spent on the course, creating an engaging environment, and increasing students’ self-efficacy. In addition, we find that TPS and POGIL are generally similar to each other in our experiment. Future research can improve our design and use a larger sample to make the conclusion more robust.","abstract_has_math":false,"creators":["Shen, Siwei"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Computer Science","degree_department":null,"school":null,"contributors":["Zilles, Craig","Beckman, Mattox"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T01:11:12Z","date_published":"2021-09-17T01:11:12Z","updated_at":"2026-07-22T22:24:52Z","subjects":["POGIL","Think-Pair-Share","CS Education","Active Learning","Quantitative Analysis","Quasi-experimental Design"],"languages":["en"],"rights":["Copyright 2021 Siwei Shen"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110542","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zilles, Craig","Beckman, Mattox"]},{"key":"dc:creator","label":"Author","values":["Shen, Siwei"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T01:11:12Z","2021-04-26","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Computer Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["POGIL","Think-Pair-Share","CS Education","Active Learning","Quantitative Analysis","Quasi-experimental Design"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Siwei Shen"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110542"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Process-oriented guided inquiry learning (POGIL) has been shown to be an effective educational strategy and has been applied in computer science (CS) education. However, previous research mainly focuses on students’ academic performance and the comparison between POGIL and traditional teaching methods. Further, POGIL is most commonly applied to entry-level CS courses. Here we investigate students’ perception of both POGIL and another active learning strategy (group activities loosely based on think-pair-share) in a higher-level CS course taught in the same semester. Our results from quantitative analysis of student surveys demonstrate that POGIL is effective in reducing students’ perceptions of difficulty, stress, and time spent on the course, creating an engaging environment, and increasing students’ self-efficacy. In addition, we find that TPS and POGIL are generally similar to each other in our experiment. Future research can improve our design and use a larger sample to make the conclusion more robust.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Siwei Shen, accepted the attached license on 2021-04-22 at 07:36.","The student, Siwei Shen, submitted this Thesis for approval on 2021-04-22 at 07:38.","This Thesis was approved for publication on 2021-04-26 at 09:39.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16493 on 2021-09-16 at 16:47:00","Made available in DSpace on 2021-09-17T01:11:12Z (GMT). No. of bitstreams: 2 SHEN-THESIS-2021.pdf: 808269 bytes, checksum: 53221c7c2910b2ef775a70b3b1406953 (MD5) LICENSE.txt: 4207 bytes, checksum: 28ed26cecdd4bf68f48c046ac9548b26 (MD5) Previous issue date: 2021-04-26"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Students’ perceptions of two active learning strategies in a higher-level CS course: Think-pair-share vs POGIL"]}]}],"canonical_facts":{"dc:contributor":["Zilles, Craig","Beckman, Mattox"],"dc:creator":["Shen, Siwei"],"dc:date":["2021-09-17T01:11:12Z","2021-04-26","2021-05"],"dc:description":["Process-oriented guided inquiry learning (POGIL) has been shown to be an effective educational strategy and has been applied in computer science (CS) education. However, previous research mainly focuses on students’ academic performance and the comparison between POGIL and traditional teaching methods. Further, POGIL is most commonly applied to entry-level CS courses. Here we investigate students’ perception of both POGIL and another active learning strategy (group activities loosely based on think-pair-share) in a higher-level CS course taught in the same semester. Our results from quantitative analysis of student surveys demonstrate that POGIL is effective in reducing students’ perceptions of difficulty, stress, and time spent on the course, creating an engaging environment, and increasing students’ self-efficacy. In addition, we find that TPS and POGIL are generally similar to each other in our experiment. Future research can improve our design and use a larger sample to make the conclusion more robust.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Siwei Shen, accepted the attached license on 2021-04-22 at 07:36.","The student, Siwei Shen, submitted this Thesis for approval on 2021-04-22 at 07:38.","This Thesis was approved for publication on 2021-04-26 at 09:39.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16493 on 2021-09-16 at 16:47:00","Made available in DSpace on 2021-09-17T01:11:12Z (GMT). No. of bitstreams: 2 SHEN-THESIS-2021.pdf: 808269 bytes, checksum: 53221c7c2910b2ef775a70b3b1406953 (MD5) LICENSE.txt: 4207 bytes, checksum: 28ed26cecdd4bf68f48c046ac9548b26 (MD5) Previous issue date: 2021-04-26"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/110542"],"dc:language":["en"],"dc:rights":["Copyright 2021 Siwei Shen"],"dc:subject":["POGIL","Think-Pair-Share","CS Education","Active Learning","Quantitative Analysis","Quasi-experimental Design"],"dc:title":["Students’ perceptions of two active learning strategies in a higher-level CS course: Think-pair-share vs POGIL"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Computer Science"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:52Z"}