A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions

This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualizati...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Computers in human behavior Ročník 109; s. 106349
Hlavní autoři: Scherer, Ronny, Siddiq, Fazilat, Sánchez Viveros, Bárbara
Médium: Journal Article
Jazyk:angličtina
Vydáno: Elmsford Elsevier Ltd 01.08.2020
Elsevier Science Ltd
Témata:
Computational thinking
Computer programming
Intervention studies
Learning
Meta-analysis
Multilevel meta-analysis
Scratch programming
Visualization
Computational thinking
Computer programming
Scratch programming
Multilevel meta-analysis
Intervention studies
ISSN:0747-5632, 1873-7692
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect of learning computer programming per se (Hedges’ g‾ = 0.81, 95% CI [0.42, 1.21]), (b) moderate to large effect sizes of visualization (g‾ = 0.44, 95% CI [0.29, 0.58]) and physicality interventions (g‾ = 0.72, 95% CI [0.23, 1.21]), and (c) moderate to large effect sizes for studies focusing on dominant instructional approaches (g‾s = 0.49–1.02). Moderator analyses indicated that the effect sizes differed only marginally between the instructional approaches and conditions—however, collaboration in metacognition instruction, problem solving instruction outside of regular lessons, short-term interventions focusing on physicality, and interventions focusing on visualization through Scratch were especially effective. Our meta-analysis synthesizes the existing research evidence on the effectiveness of computer programming instruction and, ultimately, provides references with which the effects of future studies could be compared. •Computer programming interventions show moderate to large effect sizes per se.•Studies focusing on physicality are especially effective.•Instructional approaches exhibit moderate to large effects.•Study design features only explain marginal variation in the effects.•Visualizing programming with Scratch is especially effective.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0747-5632
1873-7692
DOI:10.1016/j.chb.2020.106349