Date of Award
5-2021
Type
Dissertation
Major
Doctor of Education
Degree Type
EdD
Department
Counseling, Foundations & Leadership
First Advisor
Jennifer L. Brown
Second Advisor
Yesem Peker
Third Advisor
Kimberly Shaw
Abstract
Low success rates in the introduction to programming course at a small southwest Georgia state university have led to a low retention rate in the computer science degree program. The instructional strategy used to teach the course could contribute to the low success rates of the students in the course. Andragogy, the adult learning theory, was used as the theoretical framework for this study. The purpose of this quantitative causal-comparative study was to determine if differences existed in the numerical unit test scores between students who took introduction to programming using a traditional lecture and lab-based class format and students who took introduction to programming using a team-based learning format. The participants included 52 students who took the introduction to programming course during Spring 2019 and Fall 2019. The students’ unit test scores were analyzed using a series of ANCOVAs. No statistically significant differences were found in the unit test scores between the students who took introduction to programming using a traditional lecture and lab-based format and the students who took introduction to programming using a team-based learning format. By introducing the students to team-based learning earlier in the introduction to programming course, students’ confidence in their ability to make decisions could increase, course withdrawal rates could decrease, and the students’ ability to work in teams could be improved.
Recommended Citation
Cook, Karen Streetman, "The Use of Team-Based Learning to Improve Unit Test Scores of Adult Learners in Introduction to Programming Courses in a Small Southwest Georgia University" (2021). Theses and Dissertations. 441.
https://csuepress.columbusstate.edu/theses_dissertations/441
