Using collaborative, modified peer led team learning to improve student success and retention in intro cs
Using collaborative, modified peer led team learning to improve student success and retention in intro cs
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使用协作式、改进的同伴主导的团队学习来提高学生在入门课程中的成功率和保留率
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
M. Sweat
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文献类型：
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作者：
Maureen Biggers;Tuba Yilmaz;M. Sweat
众所周知，计算机科学的入学人数直线下降，教育工作者面临的挑战是，在保持计算机科学入门课程标准的同时，找到吸引和促进学生成功和保留的方法。本研究的重点是在大型计算机科学入门课程中实施一种协作的、改进的同伴领导的团队学习（PLTL）教学方法。该网站是美国东南部的一所主要大学，所有学生都被要求参加三门计算机科学入门课程中的一门。本研究选择的课程版本专门针对计算机科学专业的学生，研究跨越三年的数据，涉及591名学生。在2006-07年和2007-08年经历了以学生为中心的指导并在同伴领导的指导下进行小组学习的学生（治疗）与2005-06年经历了传统背诵课部分的学生（对照组）进行了比较。三年来，课程内容和课程主人都是一样的。定量数据分析显示，男女学生的成绩都有显著的、统计上的显著改善。这些发现表明，利用本科生领导实施同伴领导的团队学习模式，可以有效地提高计算机科学教育的成绩和保留率，就像过去几年在数学和科学课程中所显示的那样。
It is common knowledge that enrollments in computer science have plummeted and educators are challenged to find ways to engage and promote success and retention of students while maintaining standards in introductory computer science courses. This study focuses on the implementation of a collaborative, modified peer-led team learning (PLTL) instructional approach in a large sized introductory computer science course. The site is a major southeastern university in the United States where all students are required to take one of three introductory computer science classes. The course version selected for this study specifically targets computer science majors and the study spans three years of data, and involves 591 students. Students who experienced the student-centered instruction and worked in small groups facilitated by a peer leader (treatment) in years 2006-07 and 2007-08 were compared with students who experienced a traditional recitation lecture section (control) in 2005-06. The content and the course owner was the same for all three years. Quantitative data analysis show marked and statistically significant improvements in student performance, for both male and female students. These findings suggest that using undergraduate leaders to implement a peer-led team learning model can be as effective in promoting achievement and retention in computer science education as it has shown to be in math and science classes over the past several years.