Project Based Learning with Peer Assessment in an Introductory Programming Course
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/11328/3531 https://doi.org/10.18178/ijiet.2021.11.7.1532 |
Resumo: | Introductory programming course traditionally have higher rates of failures and dropouts. Teachers and researchers have to develop strategies to combat this problem. This article reports an experience on the first semester of a degree in computer science and the use of Project Based Learning for two projects with groups of three students. With this methodology, independence and self-study are created in the students, accompanying the subjects taught in classes with works related to real life. Since peer assessment is used in part of the classification of each project, the distribution of students by the groups was made by the teacher, who used as criteria for ordering said groups attendance in class for the first project and grade in the first test for the second project. The first project was submitted and presented by 95% of the students and the second project was only completed by 44% of the students who mostly correspond to the best grades on the first test. 93% of the students who passed the course presented both projects. Most of the students who submitted the papers found this to be an excellent strategy. It is concluded that the project is a way to improve and develop the skills of motivated students but that others have a lot of difficulty or even reluctance to follow. |
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Project Based Learning with Peer Assessment in an Introductory Programming CourseProject based learningIntroduction to programmingMotivationActive learning methodologiesPeer assessmentIntroductory programming course traditionally have higher rates of failures and dropouts. Teachers and researchers have to develop strategies to combat this problem. This article reports an experience on the first semester of a degree in computer science and the use of Project Based Learning for two projects with groups of three students. With this methodology, independence and self-study are created in the students, accompanying the subjects taught in classes with works related to real life. Since peer assessment is used in part of the classification of each project, the distribution of students by the groups was made by the teacher, who used as criteria for ordering said groups attendance in class for the first project and grade in the first test for the second project. The first project was submitted and presented by 95% of the students and the second project was only completed by 44% of the students who mostly correspond to the best grades on the first test. 93% of the students who passed the course presented both projects. Most of the students who submitted the papers found this to be an excellent strategy. It is concluded that the project is a way to improve and develop the skills of motivated students but that others have a lot of difficulty or even reluctance to follow.2021-06-14T16:06:34Z2021-06-142021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfSobral, S. R. (2021). Project Based Learning with Peer Assessment in an Introductory Programming Course. International Journal of Information and Education Technology, 11(7), 2021, pp. 337-341. doi: 10.18178/ijiet.2021.11.7.1532. Disponível no Repositório UPT, http://hdl.handle.net/11328/3531http://hdl.handle.net/11328/3531Sobral, S. R. (2021). Project Based Learning with Peer Assessment in an Introductory Programming Course. International Journal of Information and Education Technology, 11(7), 2021, pp. 337-341. doi: 10.18178/ijiet.2021.11.7.1532. Disponível no Repositório UPT, http://hdl.handle.net/11328/3531http://hdl.handle.net/11328/3531https://doi.org/10.18178/ijiet.2021.11.7.1532eng1550-1876 (Print)1550-1337 (Electronic)http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessSobral, Sónia Rollandreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T02:07:49Zoai:repositorio.upt.pt:11328/3531Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:39:59.540326Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Project Based Learning with Peer Assessment in an Introductory Programming Course |
title |
Project Based Learning with Peer Assessment in an Introductory Programming Course |
spellingShingle |
Project Based Learning with Peer Assessment in an Introductory Programming Course Sobral, Sónia Rolland Project based learning Introduction to programming Motivation Active learning methodologies Peer assessment |
title_short |
Project Based Learning with Peer Assessment in an Introductory Programming Course |
title_full |
Project Based Learning with Peer Assessment in an Introductory Programming Course |
title_fullStr |
Project Based Learning with Peer Assessment in an Introductory Programming Course |
title_full_unstemmed |
Project Based Learning with Peer Assessment in an Introductory Programming Course |
title_sort |
Project Based Learning with Peer Assessment in an Introductory Programming Course |
author |
Sobral, Sónia Rolland |
author_facet |
Sobral, Sónia Rolland |
author_role |
author |
dc.contributor.author.fl_str_mv |
Sobral, Sónia Rolland |
dc.subject.por.fl_str_mv |
Project based learning Introduction to programming Motivation Active learning methodologies Peer assessment |
topic |
Project based learning Introduction to programming Motivation Active learning methodologies Peer assessment |
description |
Introductory programming course traditionally have higher rates of failures and dropouts. Teachers and researchers have to develop strategies to combat this problem. This article reports an experience on the first semester of a degree in computer science and the use of Project Based Learning for two projects with groups of three students. With this methodology, independence and self-study are created in the students, accompanying the subjects taught in classes with works related to real life. Since peer assessment is used in part of the classification of each project, the distribution of students by the groups was made by the teacher, who used as criteria for ordering said groups attendance in class for the first project and grade in the first test for the second project. The first project was submitted and presented by 95% of the students and the second project was only completed by 44% of the students who mostly correspond to the best grades on the first test. 93% of the students who passed the course presented both projects. Most of the students who submitted the papers found this to be an excellent strategy. It is concluded that the project is a way to improve and develop the skills of motivated students but that others have a lot of difficulty or even reluctance to follow. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-14T16:06:34Z 2021-06-14 2021-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
Sobral, S. R. (2021). Project Based Learning with Peer Assessment in an Introductory Programming Course. International Journal of Information and Education Technology, 11(7), 2021, pp. 337-341. doi: 10.18178/ijiet.2021.11.7.1532. Disponível no Repositório UPT, http://hdl.handle.net/11328/3531 http://hdl.handle.net/11328/3531 Sobral, S. R. (2021). Project Based Learning with Peer Assessment in an Introductory Programming Course. International Journal of Information and Education Technology, 11(7), 2021, pp. 337-341. doi: 10.18178/ijiet.2021.11.7.1532. Disponível no Repositório UPT, http://hdl.handle.net/11328/3531 http://hdl.handle.net/11328/3531 https://doi.org/10.18178/ijiet.2021.11.7.1532 |
identifier_str_mv |
Sobral, S. R. (2021). Project Based Learning with Peer Assessment in an Introductory Programming Course. International Journal of Information and Education Technology, 11(7), 2021, pp. 337-341. doi: 10.18178/ijiet.2021.11.7.1532. Disponível no Repositório UPT, http://hdl.handle.net/11328/3531 |
url |
http://hdl.handle.net/11328/3531 https://doi.org/10.18178/ijiet.2021.11.7.1532 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1550-1876 (Print) 1550-1337 (Electronic) |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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