Classroom Interventions to Reduce Procrastination

减少拖延的课堂干预

• 批准号: 1245334
• 负责人: Stephen Edwards
• 金额: $ 19.99万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-05-15 至 2017-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1245334&HistoricalAwards=false
• 关键词: Classroom; Interventions; Reduce; Procrastination

Despite data confirming that computer science students who start programming projects early and spread their effort over time perform better, too many students put off their work to a point that restricts their chances to get assistance thus making it difficult to recover from unexpected hurdles. The overarching goal of this project is to produce a classroom strategy that measurably reduces procrastination and increases student project performance, while being applicable in larger classrooms without adding substantially to faculty overhead. This project designs and evaluates the effectiveness of three classroom interventions for multi-week programming assignments. Automated situational awareness alerts are based on a model of student progress and show students a comparison between their current efforts and a summary of past student performance data. Students also engage in active reflection and after each assignment write and discuss with classmates how their time management choices affected their work. Students also use scheduling sheets that require them to break down tasks and plan how much time to allocate for each piece to help them form, express, manage, and track smaller-scale deadlines. All three interventions are grounded in temporal motivation theory. The impact of the interventions is measured in terms of when students start a project, when and if they finish the project, their score on a project, their retention of the material covered by the project, and changes in their attitudes on procrastination. The interventions are automated through the open-source tool Web-CAT which supports analysis of student-written programs. A workshop is being held to assist faculty on using the interventions in their own classes. The interventions are not necessarily computer science specific and, if shown successful, can be adapted to other STEM disciplines.

尽管数据证实，计算机科学专业的学生谁开始编程项目早，并分散他们的努力随着时间的推移表现更好，太多的学生推迟他们的工作，限制了他们的机会得到帮助，从而使其难以从意想不到的障碍恢复。这个项目的总体目标是产生一个课堂策略，可衡量地减少拖延和提高学生的项目性能，同时适用于较大的教室，而不会大幅增加教师的开销。本项目设计并评估了三种课堂干预措施对多周编程作业的有效性。自动态势感知警报基于学生进度模型，并向学生显示他们当前努力与过去学生表现数据摘要之间的比较。学生们还积极反思，并在每次作业后与同学一起写作和讨论他们的时间管理选择如何影响他们的工作。学生还使用日程表，要求他们分解任务，并计划为每个任务分配多少时间，以帮助他们形成，表达，管理和跟踪较小规模的最后期限。所有这三种干预措施都基于时间动机理论。干预措施的影响是衡量学生何时开始一个项目，何时以及是否完成项目，他们在一个项目上的分数，他们对项目所涵盖的材料的保留，以及他们对拖延的态度的变化。这些干预措施是通过开源工具Web-CAT自动化的，该工具支持对学生编写的程序进行分析。正在举办一个讲习班，以协助教师在自己的课堂上使用干预措施。这些干预措施不一定是计算机科学特定的，如果成功，可以适用于其他STEM学科。