Early Intervention in Programming Education: Unlocking Potential through Peer-Mentoring and Reflective Practice

Research output: Contribution to conferencePaper

Abstract

This paper addresses the issues associated with retention, progression and satisfaction of learners undertaking introductory programming modules within Further Educations (FE) and Higher Education (HE). Through conducting an Action Research study, this work focuses on a year 1 class group enrolled on a software engineering degree and considers how early intervention group work, with peer mentoring and assessment, can influence the retention rate and performance of learners considered to be at risk of not progressing to year 2 of the program.
LanguageEnglish
Publication statusAccepted - 10 Jan 2019

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further education
group work
mentoring
action research
programming
engineering
performance
education
Group
software

Cite this

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title = "Early Intervention in Programming Education: Unlocking Potential through Peer-Mentoring and Reflective Practice",
abstract = "This paper addresses the issues associated with retention, progression and satisfaction of learners undertaking introductory programming modules within Further Educations (FE) and Higher Education (HE). Through conducting an Action Research study, this work focuses on a year 1 class group enrolled on a software engineering degree and considers how early intervention group work, with peer mentoring and assessment, can influence the retention rate and performance of learners considered to be at risk of not progressing to year 2 of the program.",
author = "Paul Sage and Darryl Stewart and Philip Hanna and Angela Allen and Andrew McDowell and David Cutting",
year = "2019",
month = "1",
day = "10",
language = "English",

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T1 - Early Intervention in Programming Education

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AU - Sage, Paul

AU - Stewart, Darryl

AU - Hanna, Philip

AU - Allen, Angela

AU - McDowell, Andrew

AU - Cutting, David

PY - 2019/1/10

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N2 - This paper addresses the issues associated with retention, progression and satisfaction of learners undertaking introductory programming modules within Further Educations (FE) and Higher Education (HE). Through conducting an Action Research study, this work focuses on a year 1 class group enrolled on a software engineering degree and considers how early intervention group work, with peer mentoring and assessment, can influence the retention rate and performance of learners considered to be at risk of not progressing to year 2 of the program.

AB - This paper addresses the issues associated with retention, progression and satisfaction of learners undertaking introductory programming modules within Further Educations (FE) and Higher Education (HE). Through conducting an Action Research study, this work focuses on a year 1 class group enrolled on a software engineering degree and considers how early intervention group work, with peer mentoring and assessment, can influence the retention rate and performance of learners considered to be at risk of not progressing to year 2 of the program.

M3 - Paper

ER -