ABSTRACT
We investigated the impact of assigning specific roles in Process Oriented Guided Inquiry Learning (POGIL) activities versus giving the same group activities without pre-assigned roles. We hoped to show that the group with additional structure would receive tangible benefits: more engagement with partners, greater comprehension of material, heightened content interest, and increased retention. Preliminary results suggest that the proportion of minimally participating students was not statistically significantly different, and neither were the individual assessments. The roled section did have higher scores overall in the course, both in the group activities and also in the final exam; however, the difference was small and not clearly statistically significant. Unexpectedly, disciplinary actions and post course surveys indicate a greater rate of plagiarism on both shared lab reports and individual homework assignments in the free-form group and this may be a factor for instructors to bear in mind when utilizing group activities.
- Hu, Lang et al. "Guided inquiry learning in context: perspectives on POGIL in CS" SIGCSE '14 Proceedings of the 45th ACM technical symposium on CS education. Pgs 467--468Google Scholar
- Hu, H. H. and Shepherd, T. D. 2013. "Using POGIL to help students learn to program" ACM Trans. Comput. Educ. 13, 3, Article 13 (August 2013), 23pGoogle ScholarDigital Library
- Kussmaul. "Process oriented guided inquiry learning (POGIL) for computer science" SIGCSE '12. 43rd ACM technical symposium proceedings on CS Education. pgs 373--8Google Scholar
- McConnell. "Active and cooperative learning: tips and tricks". ACM SIGCSE Bulletin. Volume 37 Issue 2, June 2005. pgs 27--30Google ScholarDigital Library
Index Terms
- Comparison of Role-Assigned Grouping with Free-Form Group Activities in an Introductory Computer Science Course
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