Thinking, Pairing, and Sharing to Improve Learning and Engagement in a Data Structures and Algorithms (DSA) Class

Abstract

Literature has evidence showing that the active learning strategies used in classroom increase students' conceptual understanding well beyond the traditional classroom teaching. Active learning strategies become even more useful for teaching-learning of courses such as 'Data Structures and Algorithms', as such courses require to create time and space efficient algorithms using appropriate data structures to solve any ill-structured problem. Think-Pair-Share (TPS) is a classroom active learning strategy in which students work on individual activity, discuss with peers and share their newly discovered knowledge with class. In this paper, TPS is used with a goal to study its effectiveness on conceptual understanding and students' engagement in Data Structures and Algorithms course of second year engineering undergraduate. The field study was conducted using mixed-methods research design to study the effectiveness of TPS intervention. Pre-post test scores, observation protocol and student and instructor perception is used to measure the conceptual understanding, engagement and motivation respectively. The results show significantly high level of engagement during TPS activities as compared to traditional lectures. The posttest and pretest scores show that the learning gain is higher for the topics taught using TPS as compared to the topics taught without TPS. The qualitative data obtained from students and the instructor show desirable positive effect of TPS in affective, behavioral and cognitive dimensions on students.