Evaluating Student Perceptions And Learning Outcomes: Differences Between Sla-Able And Non-Sla-Able Introductory Programming Courses
Engineering, computer science and subsequently knowledge of programming language is an increasingly vital skill in today’s workforce. First year engineering students are introduced to programming in addition to rigorous course loads in their first year. Second Language Acquisition (SLA) has been applied to programming course content delivery and has shown promise as an effective means of better educating new students. Results will be presented from a NSF funded study conducted over the past two years. SLA was applied to an introductory engineering course that teaches basic programming skills in a Blended learning environment (SLA-aBLe). This study examined four semesters worth of course evaluations and three semesters worth of grades to better understand differences between SLA-aBLe and Non-SLA-aBLe form of delivery in the course EGR 115, Introduction to Computing for Engineers. Students recorded difficulties associated with hybrid learning (online and face-to-face classes) in both SLA-aBLe and Non-SLA-aBLe sections. Despite these difficulties students learning outcomes and perceptions are positively correlated with SLA-based delivery.
Keywords - Computer, programming, second language, engineering, MATLAB