A three-year evaluation of the Problem Solving Strategy (PSS) implementation in a CS1 course revealed strong positive perceptions among students. Surveys conducted at weeks 5 and 10 showcased that 99.15% found the PSS engaging, 91.53% found it challenging, and 94.92% deemed their partners useful. An average Likert score of 4.16 signified the PSS's helpfulness in supporting diverse learners. The results suggest that the dynamic scaffolding effectively matched students' challenge levels, although the voluntary survey nature may introduce bias.
The adaptation of PSS in the CS1 course over three years yielded overwhelmingly positive feedback: 99.15% found it engaging, 91.53% found it challenging, and 94.92% found peer partners useful.
The average Likert score of 4.16 reinforces the effectiveness of the PSS, suggesting it effectively matched difficulty levels appropriate for a diverse student body.
While the results were positive, acknowledging the voluntary and anonymous nature of the surveys serves as a reminder of potential biases in the data collection.
Overall, implementing the PSS in CS1 indicates that problem structuring and dynamic scaffolding can significantly enhance student learning experiences across varied backgrounds.
#computer-science-education #student-feedback #problem-solving-strategy #peer-learning #dynamic-scaffolding
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