Cooperative learning in computer programming: A quasi-experimental evaluation of Jigsaw teaching strategy with novice programmers

Abstract

Computer programming education is often delivered using individual learning strategies leaving group learning techniques as an under-researched pedagogy. This pose a research gap since novice programmers tend to form their own group discussions after lecture meetings and laboratory activities, and often rely on peers when a topic or activity is difficult. Thus, this study intends to evaluate the impact of cooperative learning using jigsaw technique when teaching computer programming to novice programmers. A quasi-experimental research using a nonequivalent control group pretest-posttest design was adopted to examine the impact of jigsaw teaching strategy. After a 14-week programming course, pre- and post-test results revealed a significant increase in terms of attitude and self-efficacy, and the experimental group demonstrated significantly higher scores than in the control group. Therefore, it was concluded that cooperative learning using Jigsaw technique is a valid and effective teaching strategy when handling novice programmers in an introductory programming course.