TY - GEN
T1 - Using the SOLO taxonomy to understand subgoal labels effect in CS1
AU - Decker, Adrienne
AU - Margulieux, Lauren E.
AU - Morrison, Briana B.
N1 - Publisher Copyright:
© 2019 Copyright is held by the owner/author(s).
PY - 2019/7/30
Y1 - 2019/7/30
N2 - This work extends previous research on subgoal labeled instructions by examining their effect across a semester-long, Java-based CS1 course. Across four quizzes, students were asked to explain in plain English the process that they would use to solve a programming problem. In this mixed methods study, we used the SOLO taxonomy to categorize student responses about problem-solving processes and compare students who learned with subgoal labels to those who did not. The use of the SOLO taxonomy classification allows us to look deeper than the mere correctness of answers to focus on the quality of the answers produced in terms of completeness of relevant concepts and explanation of relationships among concepts. Students who learned with subgoals produced higher-rated answers in terms of complexity and quality on three of four quizzes. Also, they were three times more likely to discuss issues of data type on a question about assignments and expressions than students who did not learn with subgoal labeling. This suggests that the use of subgoal labeling enabled students to gain a deeper and more complex understanding of the material presented in the course.
AB - This work extends previous research on subgoal labeled instructions by examining their effect across a semester-long, Java-based CS1 course. Across four quizzes, students were asked to explain in plain English the process that they would use to solve a programming problem. In this mixed methods study, we used the SOLO taxonomy to categorize student responses about problem-solving processes and compare students who learned with subgoal labels to those who did not. The use of the SOLO taxonomy classification allows us to look deeper than the mere correctness of answers to focus on the quality of the answers produced in terms of completeness of relevant concepts and explanation of relationships among concepts. Students who learned with subgoals produced higher-rated answers in terms of complexity and quality on three of four quizzes. Also, they were three times more likely to discuss issues of data type on a question about assignments and expressions than students who did not learn with subgoal labeling. This suggests that the use of subgoal labeling enabled students to gain a deeper and more complex understanding of the material presented in the course.
KW - CS1
KW - Introductory programming
KW - SOLO taxonomy
KW - Subgoal labeling
UR - http://www.scopus.com/inward/record.url?scp=85071333369&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85071333369&partnerID=8YFLogxK
U2 - 10.1145/3291279.3339405
DO - 10.1145/3291279.3339405
M3 - Conference contribution
AN - SCOPUS:85071333369
T3 - ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research
SP - 209
EP - 217
BT - ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research
PB - Association for Computing Machinery, Inc
T2 - 15th Annual International Computing Education Research Conference, ICER 2019
Y2 - 12 August 2019 through 14 August 2019
ER -