ISEDJ

Abstract: Keeping students motivated during an introductory computer programming can be a challenging task. Looking at its varied complexities, many students who are introduced to computer programming for the first time can easily become demotivated. This work looks at the value-expectancy motivational model of student learning, and presents our experiences with a novel instructional delivery interventional technique, introduced and tested over a period of three semesters. Our research question was simple: “Can we affect student motivation, and learning outcomes by using an approach that makes targeted continuous engagement with course material mandatory?” The technique/process was conceived keeping in mind our previous work on similar lines; our in-class teaching experiences; motivational theory; and recent developments in cognitive load theory. The students, instead of writing an assignment and a lab for each module/chapter, were asked to complete one assignment a day, not exceeding four assignments a week. The assignments were incrementally difficult and had to be done almost every day. Students found the approach extremely effective, in spite of having to spend considerable amount of time on assignments. Average final exam scores showed a healthy improvement after the use of this technique.

Download this article: ISEDJ - V19 N4 Page 61.pdf

Recommended Citation: Dawar, D., (2021). Towards Improving Student Expectations in Introductory Programming Course with Incrementally Scaffolded Approach. Information Systems Education Journal19(4) pp 61-76. http://ISEDJ.org/2021-4/ ISSN : ISSN: 1545-679X. A preliminary version appears in The Proceedings of EDSIGCON 2020