Exploring the Effects of a Collaborative Guided Inquiry Learning Approach on Performance and Retention of Underrepresented Minority Students across Multiple Sections in an Introductory Programming CourseMSI
This preliminary study investigates the impact of a collaborative guided inquiry learning approach on the retention and performance of underrepresented minority (URM) students in an Object Oriented Programming course at a Hispanic Serving Institution. The study indicates that this teaching method significantly improves learning outcomes for both URM and non-URM students, with no notable differences in retention rates. Student surveys highlight the strategy’s effectiveness in promoting communication and collaboration skills, which are essential in software development careers. These findings highlight the potential of this approach to reduce attrition, improve performance, and promote diversity within the Computer Science discipline, contributing to a more inclusive and skilled workforce in the technology industry.
Sat 23 MarDisplayed time zone: Pacific Time (US & Canada) change
10:45 - 12:00 | Experiential & Guided LearningPapers at Meeting Rooms B110-112 Chair(s): Chunming Gao Central Washington University | ||
10:45 25mTalk | Analyzing Differences in Student Engagement Between a Single Narrative Game Intervention and Multiple Narrative Games Intervention in an Undergraduate Computer Organization and Architecture Class Papers DOI | ||
11:10 25mTalk | Exploring the Effects of a Collaborative Guided Inquiry Learning Approach on Performance and Retention of Underrepresented Minority Students across Multiple Sections in an Introductory Programming CourseMSI Papers DOI | ||
11:35 25mTalk | Fixing Your Own Smells: Adding a Mistake-Based Familiarisation Step When Teaching Code RefactoringGlobal Papers DOI Pre-print | ||