Abstract
Introductory programming course (CS1) generally includes students from different background - freshman or sophomore (from STEM and non-STEM majors) who struggle at learning basic programming concepts. We have implemented peer code review (PCR) in our CS1 courses and have found it to be useful pedagogical support. PCR, a quality assurance activity, requires reviewing code to find errors. PCR can help improve students' attendance and engagement in higher education. However, there is a lack of evidence on the usefulness of PCR at improving students' programming knowledge. The goal of this research is to gain insights on Guided (checklist) PCR and its impact on students' learning of programming concepts. To accomplish this goal, this research will research different aspects of theory of PCR and execute experiments to evaluate PCR usefulness in CS1 classrooms. Initial results on PCR shows that it is useful at helping students understand hard-to-comprehend programming concepts and at improving their programming skills. We also found that students become progressively better at discovering programming errors and their improved performance during the code review translates to the improvement in the quality of code produced.
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