The effect of reciprocal teaching and programmed instruction on learning outcome in computer science education

• Published in: Studies in educational evaluation Vol. 58; pp. 132 - 144
• Main Authors: Zendler, Andreas, Reile, Swetlana
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.09.2018
• Subjects: Computer science education; Experimental study; Instructional methods; Learning outcome; Programmed instruction; Reciprocal teaching; Instructional methods; Computer science education; Experimental study; Learning outcome; Reciprocal teaching; Programmed instruction
• ISSN: 0191-491X; 1879-2529
• DOI: 10.1016/j.stueduc.2018.05.008

•Evaluation of two instructional methods by using an experimental design.•Programmed instruction performs better then reciprocal teaching, independent of class context.•Programmed instruction (compared to reciprocal teaching) should be used to teach conceptual knowledge.•For reciprocal teaching, it is important to think of motivational aspects to make learning material more appealing. Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome with respect to two instructional methods: programmed instruction and reciprocal teaching. An SPF-2 × 2•2 design is used to control instructional method, time and class context. Learning outcome on search queries is assessed with reference to multi-choice test items. The empirical findings show that learning with programmed instruction performs better than reciprocal teaching.