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Impact of a Scratch Programming Intervention on Student Engagement in a Nigerian Polytechnic First-Year Class: Verdict from the Observers

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Title: Impact of a Scratch Programming Intervention on Student Engagement in a Nigerian Polytechnic First-Year Class: Verdict from the Observers
Language: English
Authors: Campbell, Oladele O., Atagana, Harrison I.
Source: Online Submission. 2022 8.
Peer Reviewed: N
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Programming, Programming Languages, Computer Science Education, Learner Engagement, College Freshmen, Foreign Countries, Teaching Methods
Geographic Terms: Nigeria
ISSN: 2405-8440
Abstract: An engaging first programming class (CS1) often inspires students' passion for computer science (CS). However, the evidence in the literature suggests that the average CS1 classes are anything but engaging for many students. The performance of CS compared to other science, technology, engineering, and mathematics (STEM) courses in international student engagement surveys seems to substantiate CS1 failure, attrition rates, and lack of diversity in most CS classes. Meanwhile, for its simplicity in introducing programming to beginners, primary and secondary schools use "Scratch," an educational programming environment developed by the Massachusetts Institute of Technology, USA. For the same reason, higher institutions now include some forms of "Scratch" instruction in CS1. The question remains, to what extent is "Scratch" engaging, especially for students in higher education? This study addressed this gap by observing college computer science students exposed to a constructionist "Scratch" programming pedagogy. We adopted a descriptive design based on quantitative observations. To observe the class during a weekly 2-hour session, we employed five CS educators, one observer per week. Each observer, employing a 20-item observation protocol, rated the extent of affective, behavioral, and cognitive engagement of first-year CS students in a polytechnic in North Central Nigeria. Most of the students were learning to program for the first time. Analysis of the data showed a significant agreement in the ratings of the five observers for overall student engagement, although the impact was moderate. However, while agreement in their ratings for affective engagement was significant, with a large effect, there was no significant concordance in their ratings for behavioral engagement. Observers also significantly agreed in their ratings for cognitive engagement; however, the impact was moderate. These findings suggest that employing "Scratch" in higher education can be engaging and useful, especially for students with no prior programming experience.
Abstractor: As Provided
Notes: https://figshare.com/s/e8afbeaf5a40dca6dcf1
Entry Date: 2022
Accession Number: ED622774
Database: ERIC
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  Data: An engaging first programming class (CS1) often inspires students' passion for computer science (CS). However, the evidence in the literature suggests that the average CS1 classes are anything but engaging for many students. The performance of CS compared to other science, technology, engineering, and mathematics (STEM) courses in international student engagement surveys seems to substantiate CS1 failure, attrition rates, and lack of diversity in most CS classes. Meanwhile, for its simplicity in introducing programming to beginners, primary and secondary schools use "Scratch," an educational programming environment developed by the Massachusetts Institute of Technology, USA. For the same reason, higher institutions now include some forms of "Scratch" instruction in CS1. The question remains, to what extent is "Scratch" engaging, especially for students in higher education? This study addressed this gap by observing college computer science students exposed to a constructionist "Scratch" programming pedagogy. We adopted a descriptive design based on quantitative observations. To observe the class during a weekly 2-hour session, we employed five CS educators, one observer per week. Each observer, employing a 20-item observation protocol, rated the extent of affective, behavioral, and cognitive engagement of first-year CS students in a polytechnic in North Central Nigeria. Most of the students were learning to program for the first time. Analysis of the data showed a significant agreement in the ratings of the five observers for overall student engagement, although the impact was moderate. However, while agreement in their ratings for affective engagement was significant, with a large effect, there was no significant concordance in their ratings for behavioral engagement. Observers also significantly agreed in their ratings for cognitive engagement; however, the impact was moderate. These findings suggest that employing "Scratch" in higher education can be engaging and useful, especially for students with no prior programming experience.
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  Data: https://figshare.com/s/e8afbeaf5a40dca6dcf1
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