Abstract
In this paper, we explore how incorporating an implementation of peer-assisted learning (PAL) techniques into the computer science classroom affects student learning and enjoyment. PAL is a learning practice that enables students to work together to learn a topic, fostering interaction among students. For this implementation, PAL groups consist of two students who help each other learn a topic. The groups use supplied materials and have instructor support as needed. The students alternate the roles of coach and learner allowing each student to participate in both roles. Equivalent lessons are provided using a non-PAL practice. These lessons consist of lecture, demonstration and individual hands-on practice. Student performance is assessed after each lesson, and an opinion survey is collected after both types of lessons. The goal of the research is to collect and compare data from both PAL and non-PAL teaching styles to compare the efficacy of peer-assisted learning to a non-PAL teaching style for introductory computer science instruction in a controlled setting.
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