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Effect of Bilingual Education and Live-Coding on Student Learning and Engagement in Teaching and Learning Computer Sciences.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effect of Bilingual Education and Live-Coding on Student Learning and Engagement in Teaching and Learning Computer Sciences./
作者:	Soosai Raj, Adalbert Gerald.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	251 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: B.
Contained By:	Dissertations Abstracts International82-05B.
標題:	Computer science. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13899552
ISBN:	9798691253812

Effect of Bilingual Education and Live-Coding on Student Learning and Engagement in Teaching and Learning Computer Sciences.
Soosai Raj, Adalbert Gerald.

Effect of Bilingual Education and Live-Coding on Student Learning and Engagement in Teaching and Learning Computer Sciences. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 251 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: B.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2019.

This item must not be sold to any third party vendors.

Computer Science (CS) is taught in India (and many countries around the world) using English as the medium of the instruction to students whose native language is not English. This creates a barrier for students who are learning CS for the first time and who are not proficient in English. The problems these students face become even harder since computer science is considered to be an inherently difficult subject and learning to program is hard.In this thesis, we present a series of studies that we conducted with non-native English speakers in Tamil Nadu, India. In our studies, we taught various subjects in computer science to two groups of students. We used an English-only medium of instruction to teach one group of students and a bilingual medium of instruction (using both English and Tamil) to teach the other group of students.We conducted classroom observations, in-class lectures, and live-coding sessions as a part of our intervention. We collected quantitative and qualitative data using technical tests and open-ended feedback respectively. We also collected data on classroom interaction based on the questions asked by the students during the lectures.We analyzed the effects of bilingual CS education on student learning, classroom interaction, and student perceptions. We found that teaching computer science using the students' native language along with English is no different than teaching using only English with respect to student learning of programming concepts. We also found that teaching programming using the students' native language increases the quantity and quality of questions that non-native English speakers ask during a classroom lecture. Although the effect of bilingual CS education on student learning is still unknown, we found that students have expressed positive sentiments about teaching computer science using a bilingual teaching technique.We conducted a live-coding session to both the groups, as a part of our pilot study for bilingual CS education. In the open-ended feedback from students, we surprisingly found that students have expressed extremely positive opinions about live-coding as a method for teaching programming. Based on this data, we broadened our focus for this thesis to include the method of instruction along with the medium of instruction.We conducted a grounded theory analysis of student feedback data about live-coding and found that students prefer live-coding as a method for teaching programming because it exposes the thinking processes of the instructor while writing code, helps students understand the process of programming, and teaches students about implicit good coding practices like incremental coding.We then conducted a study in which we compared students' preferences of live-coding with two other active learning techniques, namely mini-lectures and in-class coding. We found that students prefer live-coding to be the most useful technique among these three techniques for learning introductory programming.To better understand the role of live-coding, we conducted a controlled study in which we taught programming using live-coding to one group of students, and using static code examples to the other group. We measured student learning using pre- and post-tests. We also measured the cognitive load perceived by the students in the two groups. We found that teaching programming using live-coding is no different than using static code examples with respect to student learning. We also found that students in live-coding group perceive reduced cognitive load when compared to students in the static code examples group.

ISBN: 9798691253812Subjects--Topical Terms:

523869
Computer science.
Subjects--Index Terms:

Classroom engagement

Effect of Bilingual Education and Live-Coding on Student Learning and Engagement in Teaching and Learning Computer Sciences.
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