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

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    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.
    Original languageEnglish
    Publication statusAccepted - 10 Jan 2019

    ID: 168774021