Strengthening the Narrative of Computing with Learning Communities

ID: 41450 Type: Full Paper: Conceptual & Empirical Study
  1. Reneta Lansiquot and Candido Cabo, New York City College of Technology, United States

Tuesday, June 24 2:00-2:30 PM Location: B3108 View on map

Presider: Godwin Okeke, University of North Texas Denton, United States

Abstract: First-year problem-solving computer programming courses (CS1) are gateway courses with low passing rates. In this study, we compared the development of computer programming skills between two groups of undergraduate students taking a CS1 course. In one group, the CS1 course was part of a learning community (LC) with an English Composition I course and emphasized the use of programming narratives to develop computer programming skills; the second group was not part of a LC. LC students outperformed non-LC students in both understanding of computer programming concepts and in their ability to transfer those concepts into practical programming skills. We conclude that programming narratives are beneficial for the development of computer programming problem-solving skills. It is possible that the meaning provided by programming narratives extends the interconnections of computer programming concepts and skills to other concepts and scenarios, resulting in the development of deeper and broader computer programming problem-solving skills.


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