Using collaborative, modified peer led team learning to improve student success and retention in intro cs

  • Authors:

  • Maureen Biggers;Tuba Yilmaz;Monica Sweat

  • Affiliations:

  • Indiana Univeristy, Bloomington, IN, USA;Georgia Institute of Technology, Atlanta, GA, USA;Georgia Institute of Technology, Atlanta, GA, USA

  • Venue:
  • Proceedings of the 40th ACM technical symposium on Computer science education
  • Year:
  • 2009

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Abstract

It is common knowledge that enrollments in computer science have plummeted and educators are challenged to find ways to engage and promote success and retention of students while maintaining standards in introductory computer science courses. This study focuses on the implementation of a collaborative, modified peer-led team learning (PLTL) instructional approach in a large sized introductory computer science course. The site is a major southeastern university in the United States where all students are required to take one of three introductory computer science classes. The course version selected for this study specifically targets computer science majors and the study spans three years of data, and involves 591 students. Students who experienced the student-centered instruction and worked in small groups facilitated by a peer leader (treatment) in years 2006-07 and 2007-08 were compared with students who experienced a traditional recitation lecture section (control) in 2005-06. The content and the course owner was the same for all three years. Quantitative data analysis show marked and statistically significant improvements in student performance, for both male and female students. These findings suggest that using undergraduate leaders to implement a peer-led team learning model can be as effective in promoting achievement and retention in computer science education as it has shown to be in math and science classes over the past several years.