Fostering Motivation and Improving Student Performance in an introductory programming course: An Integrated Teaching Approach

Fostering Motivation and Improving Student Performance in an introductory programming course: An Integrated Teaching Approach

Publicado 2019-01-22

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Vol. 16 Núm. 31 (2019)
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Fostering Motivation and Improving Student Performance in an introductory programming course: An Integrated Teaching Approach. (2019). Revista EIA, 16(31), 65-76. https://doi.org/10.24050/reia.v16i31.1230
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https://doi.org/10.24050/reia.v16i31.1230
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Los autores ceden en exclusiva a la Universidad EIA, con facultad de cesión a terceros, todos los derechos de explotación que deriven de los trabajos que sean aceptados para su publicación en la Revista EIA, así como en cualquier producto derivados de la misma y, en particular, los de reproducción, distribución, comunicación pública (incluida la puesta a disposición interactiva) y transformación (incluidas la adaptación, la modificación y, en su caso, la traducción), para todas las modalidades de explotación (a título enunciativo y no limitativo: en formato papel, electrónico, on-line, soporte informático o audiovisual, así como en cualquier otro formato, incluso con finalidad promocional o publicitaria y/o para la realización de productos derivados), para un ámbito territorial mundial y para toda la duración legal de los derechos prevista en el vigente texto difundido de la Ley de Propiedad Intelectual. Esta cesión la realizarán los autores sin derecho a ningún tipo de remuneración o indemnización.

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Oswaldo Solarte Pabón
Universidad del Valle
Liliana Machuca Villegas
Universidad del Valle
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Oswaldo Solarte Pabón,

Profesor Asistente

Escuela de Ingeniería de Sistemas

Facultad de Ingeniería

Liliana Machuca Villegas,

Profesora Asistente

Escuela de Ingeniería de Sistemas

Facultad de Ingeniería

This paper expands a teaching proposal presented at the Innovation and Technology in Computer Science Education Conference, in 2016.  The proposal provides an integrated teaching approach for improving students’ performance in a first programming course. The approach is based on four main components: the use of Python as first programming language, project-oriented and problem-based learning, multimedia resources, and assessment rubrics. Material and learning resources for the course development are available on virtual platforms. Our findings suggest that the approach enhanced students’ academic performance, as can be seen in their grades, as well as a decrease in dropout rates.

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