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Related Concept Videos

Purposive Learning01:22

Purposive Learning

153
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
153
Cognitive Learning01:21

Cognitive Learning

438
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
438
Steps in the Modeling Process01:14

Steps in the Modeling Process

257
Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
257
Observational Learning01:12

Observational Learning

222
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
222
Associative Learning01:27

Associative Learning

461
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
461
Behavior Modification01:21

Behavior Modification

203
Behavioral approaches have often been criticized for ignoring mental processes and focusing solely on observable behavior. However, these approaches provide an optimistic perspective for individuals seeking to change their behaviors. Rather than concentrating on intrinsic personality traits, behavioral approaches suggest that even longstanding habits can be modified by changing the reward contingencies that maintain them.
A real-world application of operant conditioning principles is applied...
203

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Modularization for mastery learning in CS1: a 4-year action research study.

Claudio Alvarez1,2, Maira Marques Samary3, Alyssa Friend Wise4

  • 1Facultad de Ingeniería y Ciencias Aplicadas, Universidad de los Andes, Santiago, Chile.

Journal of Computing in Higher Education
|June 26, 2023
PubMed
Summary

Implementing a modular mastery-based approach significantly improved introductory computer science (CS1) course pass rates and reduced attrition. This educational strategy allows students to progress at their own pace, enhancing learning outcomes in programming.

Keywords:
Action researchCS1Mastery learningModular course

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Area of Science:

  • Computer Science Education
  • Educational Technology
  • Pedagogical Research

Background:

  • Introductory computer science (CS1) courses have high failure rates, often due to inflexible pacing.
  • Mastery learning, allowing self-paced progression, is proposed to improve CS1 outcomes.
  • Limited documented implementations and best practices exist for mastery learning in CS1.

Purpose of the Study:

  • To design, evaluate, and iteratively improve a modular mastery-based CS1 course.
  • To assess the impact of this pedagogical approach on student academic outcomes.
  • To provide practical guidance for implementing mastery learning in CS1.

Main Methods:

  • A four-year action research study involving engineering freshmen (N=959).
  • Iterative refinement of instructional design, activities, content, and management.
  • Modularization of the CS1 curriculum to support mastery learning.

Main Results:

  • First-semester pass rates increased from 19.3% to 77.1% over four years.
  • Course attrition decreased from 25.0% to 3.8%.
  • Mean student time in the course reduced from 23.2 to 14.9 weeks.

Conclusions:

  • Modularization combined with mastery learning is effective for improving CS1 academic results.
  • The study demonstrates a viable model for enhancing student success in introductory programming.
  • Practical considerations for implementing mastery learning are discussed.