An Empirical Evaluation of Using Constructive Classroom Activities to Teach Introductory Programming

Abstract

Computer science teaching is often based upon the traditional lecture format. However, this methodology may not be the best way to help many students actively understand underlying concepts. This paper explores an alternative pedagogical approach that emphasizes constructive and collaborative learning in CS1 classrooms. After briefly discussing constructivism and providing examples of constructivist techniques in CS1, empirical research results are provided. These results arise from a study that compares different CS1 sections that utilized the techniques at varying frequencies. A positive correlation was found between frequency and mean final exam scores. However, no pair-wise differences between sections were statistically significant. These outcomes and others are discussed in addition to future research design implications.