Cooperative learning in computer programming: A quasi-experimental evaluation of Jigsaw teaching strategy with novice programmers

• Published in: Education and information technologies Vol. 26; no. 4; pp. 4839 - 4856
• Main Author: Garcia, Manuel B.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.07.2021; Springer; Springer Nature B.V
• Subjects: Computer Appl. in Social and Behavioral Sciences; Computer programming; Computer Science; Computers and Education; Cooperative learning; Education; Educational Technology; Group work in education; Information Systems Applications (incl.Internet); Learning strategies; Quasi-experimental methods; Teaching; Teaching methods; Team learning approach in education; User Interfaces and Human Computer Interaction; Cooperative learning; Computer programming; Novice programmers; Jigsaw technique
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-021-10502-6

Computer programming education is often delivered using individual learning strategies leaving group learning techniques as an under-researched pedagogy. This pose a research gap since novice programmers tend to form their own group discussions after lecture meetings and laboratory activities, and often rely on peers when a topic or activity is difficult. Thus, this study intends to evaluate the impact of cooperative learning using jigsaw technique when teaching computer programming to novice programmers. A quasi-experimental research using a nonequivalent control group pretest-posttest design was adopted to examine the impact of jigsaw teaching strategy. After a 14-week programming course, pre- and post-test results revealed a significant increase in terms of attitude and self-efficacy, and the experimental group demonstrated significantly higher scores than in the control group. Therefore, it was concluded that cooperative learning using Jigsaw technique is a valid and effective teaching strategy when handling novice programmers in an introductory programming course.