Treisman workshops and student performance in CS

  • Authors:

  • Donald Chinn;Kristofer Martin;Catherine Spencer

  • Affiliations:

  • University of Washington, Tacoma, WA;University of Washington, Tacoma, WA;University of Washington, Tacoma, WA

  • Venue:
  • Proceedings of the 38th SIGCSE technical symposium on Computer science education
  • Year:
  • 2007

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Abstract

Active learning techniques, including collaborative programming and problem solving environments, have been widely adopted by many computer science educators. A related approach is the Treisman model, which was originally designed for the first-year calculus course and involves intensive workshops where students collaborate in small groups to solve problems. We have adapted the model for both the data structures and algorithms courses at our institution. Regression analysis indicates that students who participate in the workshops for the algorithms course perform better (0.561 grade points on a 4-point scale) than those who do not, even after accounting for prior academic performance. However, the workshops appear to have less of an effect on student grades in the data structures course. This study provides evidence that the workshop model can be an effective learning environment for students in courses primarily involving analysis, but that for courses that involve large amounts of programming, further adaptations to the model might be needed.