ASSISTing Students to Learn: Learning Approaches and ObjectOriented Programming

1
ASSISTing Students to LearnLearning Approaches
and Object-Oriented Programming

• Janet Hughes Ramanee Peiris
• University of Dundee

2
Outline

• Introduction
• Method
• Results
• Discussion

3
Background who is at risk?

• Widespread evidence of inadequacy of expected
  predictors
• Mathematics experience
• Academic qualifications
• Gender
• Educational / social background
• Prior programming experience

4
Background who is at risk?

• Now consider attitudes to learning
• Learning styles are considered to be intrinsic
  behaviours habitually applied by learners.
• Learning approaches describe tendencies that are
  not immutable.
• students also seem to develop habits in studying
  which may lead them to rely more on one or other
  approach (Entwistle, 1996)

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Approaches to Learning

• (i) a deep approach intention is to understand
  and relate ideas evidence is considered
• (ii) a strategic approach focuses upon
  achievement aim is to achieve the highest
  possible grades includes considered time
  management and alertness to assessment demands
• (iii) a surface apathetic approach features
  memorizing and reproducing intention is to cope
  with course requirements

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ASSIST Approaches Study Skills Inventory for
Students

• What is learning
• 6 statements
• Approaches to Learning
• 52 statements
• Preferences for different types of course and
  teaching
• 8 statements about
• All responses via 5-point Likert scale

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Examples
In terms of this particular lecture course

• I usually set out to understand for myself the
  meaning of what we have to learn
• When working on an assignment, I'm keeping in
  mind how best to impress the marker
• I find I have to concentrate on just memorising a
  good deal of what I have to learn
• Agree / Agree somewhat / Unsure / Disagree
  somewhat / Disagree

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Calculations

• 52 statements each belongs to one of the 3
  learning approaches
• Answers scored 1disagree to 5agree
• Summed within each learning approach
• Example
• Qs 3, 17 26 are for deep learning
• Then Deep score A3 A17 A26

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Now

• Identify surface learners
• Advise about alternative approaches
• Web-based catalogue of deep learning activities
  relevant to OO programming
• designed in a wiki-web fashion
• contributions from students and staff
• http//www.computing.dundee.ac.uk/projects/learn/w
  ikiasp/

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Analysis

• Scores revealed at end with explanation and some
  analysis

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ResultsASSIST scores and module grades
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Discussion surface learning

• Surface learning correlates with poor performance
  in programming.
• Can we generate interventions that support
  students learning to program?

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Questions?

• Janet Hughes
• jhughes_at_computing.dundee.ac.uk

• Ramanee Peiris
• rpeiris_at_computing.dundee.ac.uk

University of Dundee Scotland
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Approaches to Learning

• (i) a deep approach, intention is to understand
  and relate ideas, and where evidence is
  considered
• (ii) a strategic approach, which focuses upon
  achievement, aim is to achieve the highest
  possible grades, includes considered time
  management, and alertness to assessment demands
• (iii) a surface apathetic approach, which
  features memorizing and reproducing, intention is
  to cope with course requirements

15
ASSIST Approaches Study Skills Inventory for
Students

• What is learning
• 6 statements
• Approaches to Learning
• 52 statements
• Preferences for different types of course and
  teaching
• 8 statements about
• All responses via a 5-point Likert scale

16
Examples

• In terms of this particular lecture course
• I usually set out to understand for myself the
  meaning of what we have to learn
• When working on an assignment, I'm keeping in
  mind how best to impress the marker
• I find I have to concentrate on just memorising a
  good deal of what I have to learn
• Agree / Agree somewhat / Unsure / Disagree
  somewhat / Disagree