Students’ perceptions of two active learning strategies in a higher-level CS course: Think-pair-share vs POGIL

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.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Computer Science

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2021

Author dc:creator

• Shen, Siwei

Contributors dc:contributor

• Zilles, Craig
• Beckman, Mattox

• POGIL
• Think-Pair-Share
• CS Education
• Active Learning
• Quantitative Analysis
• Quasi-experimental Design

Statement dc:rights

• Copyright 2021 Siwei Shen

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/110542

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/110542