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首页> 外文期刊>International Journal of STEM Education >Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples
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Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples

机译：通过标有拟标签的实施例，减少介绍性编程中的撤销和失败利率

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Background Programming a computer is an increasingly valuable skill, but dropout and failure rates in introductory programming courses are regularly as high as 50%. Like many fields, programming requires students to learn complex problem-solving procedures from instructors who tend to have tacit knowledge about low-level procedures that they have automatized. The subgoal learning framework has been used in programming and other fields to breakdown procedural problem solving into smaller pieces that novices can grasp more easily, but it has only been used in short-term interventions. In this study, the subgoal learning framework was implemented throughout a semester-long introductory programming course to explore its longitudinal effects. Of 265 students in multiple sections of the course, half received subgoal-oriented instruction while the other half received typical instruction. Results Learning subgoals consistently improved performance on quizzes, which were formative and given within a week of learning a new procedure, but not on exams, which were summative. While exam performance was not statistically better, the subgoal group had lower variance in exam scores and fewer students dropped or failed the course than in the control group. To better understand the learning process, we examined students’ responses to open-ended questions that asked them to explain the problem-solving process. Furthermore, we explored characteristics of learners to determine how subgoal learning affected students at risk of dropout or failure. Conclusions Students in an introductory programming course performed better on initial assessments when they received instructions that used our intervention, subgoal labels. Though the students did not perform better than the control group on exams on average, they were less likely to get failing grades or to drop the course. Overall, subgoal labels seemed especially effective for students who might otherwise struggle to pass or complete the course.
机译：背景技术计算机是一种日益宝贵的技能，但介绍性编程课程中的辍学和失败率通常高达50％。与许多领域一样，编程要求学生从往往有关于他们自动化的低级程序的卫生知识的教师学习复杂的解决问题。子纳瓦学习框架已被用于编程和其他领域，以将程序问题解决较小的碎片，即新手可以更容易地掌握，但它只用于短期干预措施。在这项研究中，在整个学期的介绍性编程过程中实施了超级学习框架，以探索其纵向效应。在课程的多个部分中有265名学生，半接收到的基础导向指令，而另一半接受了典型指令。结果学习亚老群体始终如一地改善了测验的表现，它是形成的，并在学习新程序的一周内，但不是考试，这是总结。虽然考试表现没有统计学上更好，但亚古通集团在考试评分方差较低，较少的学生丢失或失败的课程比对照组。为了更好地了解学习过程，我们研究了学生对开放式问题的回应，要求他们解释解决问题的过程。此外，我们探讨了学习者的特征，以确定子群体学习如何影响学生面临或失败的风险。结论在接受使用我们的干预的指令，子纳瓦标签时，初步编程课程中的学生在初步评估中表现更好。虽然学生平均比考试中的对照组更好，但它们不太可能获得失败的成绩或放弃课程。总体而言，基站标签对于可能违反或完成课程的学生似乎特别有效。

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