Is More Active Always Better for Teaching Introductory Programming?

Abstract

Introduction to programming is usually taught using a wide range of instructional techniques. Some common techniques among them are mini-lectures, live-coding and in-class coding. Each of these three techniques require varying level of student activity. In this study, we taught programming to a group of students using these three techniques. We collected data in the form of a survey to understand the students' perceptions on these three instructional techniques. The results suggest that students like techniques that require a moderate level of student activity (e.g., live-coding) more when compared to techniques that require a great deal of student activity (e.g., in-class coding). We believe that our work has the potential to help instructors design their instructional techniques using a student-centric approach.