An Examination of Project Context in Improving Computer Programming Pedagogy
Lakshmi Iyer Appalachian State University
Edgar Hassler Appalachian State University
Indika Dissanayake University of North Carolina - Greensboro
Rudolph Bedeley University of Massachusetts Amherst
Abstract Information Technology (IT) professionals are in high demand. However, filling the pipeline with talent is as difficult as ever. This presentation discusses the development of research targeting the improvement of computer programming projects in an instructional environment. While prior studies have examined factors such as personality traits, past academic performance, self-efficacy, and cognitive skills (Hostetler 1983, Ramanlingam and Wiedenbeck 1998, Porter et al. 2013) that impact student programming performance, the topic continues to be investigated given that students struggle in introductory programming courses (Malik 2018). Utilizing situated learning theory (Anderson et al. 1996, Clancey, 1995) as a lens, intervention based on multiple theories and their accompanying measurement are examined. Specifically, the study examines the nature of the problem context and its impact on both individual student performance and student team performance. Ongoing analysis and results from the pilot study will be presented at the conference.
Recommended Citation: Iyer, L., Hassler, E., Dissanayake, I., Bedeley, R., (2018). An Examination of Project Context in Improving Computer Programming Pedagogy. Proceedings of the EDSIG Conference, (2018) n.4791, Norfolk, Virginia