A peer-assisted learning experience in computer programming language learning and developing computer programming skills

Peer learning or, as commonly expressed, peer-assisted learning (PAL) involves school students who actively assist others to learn and in turn benefit from an effective learning environment. This research was designed to support students in becoming more autonomous in their learning, help them enhan...

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Published in:Innovations in education and teaching international Vol. 53; no. 3; pp. 329 - 337
Main Authors: Altintas, Tugba, Gunes, Ali, Sayan, Hamiyet
Format: Journal Article
Language:English
Published: London Routledge 03.05.2016
Taylor & Francis Inc
Subjects:
Comparative Analysis
Computer programming
Control Groups
Cooperative Learning
cooperative/collaborative learning
Course Content
Educational Environment
Experimental Groups
Foreign Countries
improving classroom teaching
Learning
learning communities
pedagogical issues
Peer Teaching
Peer tutoring
Programming
programming and programming languages
Programming Languages
Scores
Second Language Learning
Statistical Analysis
Students
Tests
Turkey
Turkey
ISSN:1470-3297, 1470-3300
Online Access:Get full text
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Summary:Peer learning or, as commonly expressed, peer-assisted learning (PAL) involves school students who actively assist others to learn and in turn benefit from an effective learning environment. This research was designed to support students in becoming more autonomous in their learning, help them enhance their confidence level in tackling computer programming problems as well as to encourage them towards team work and collective effort. The main purpose of this research is to test the effectiveness of PAL on the C programming language course in the second semester of undergraduate level. For this purpose, an experiment group (peer students) and a control group were statistically compared in terms of midterm and final exam scores and the results showed that peer students were more successful in C programming language.
Bibliography:SourceType-Scholarly Journals-1
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ISSN:1470-3297
1470-3300
DOI:10.1080/14703297.2014.993418