Engaging Minds, Elevating Performance : The Transformative Power of Interactive Review Sessions in Computer Science Courses

Lina Kloub

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Conference: 2024 ASEE North East Section
Location: Fairfield, Connecticut
Publication Date: April 19, 2024
Start Date: April 19, 2024
End Date: April 20, 2024
Page Count: 9
DOI: 10.18260/1-2--45762
Permanent URL: https://peer.asee.org/45762
Download Count: 20

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Paper Authors

biography

Lina Kloub University of Connecticut

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Lina Kloub is an Assistant Professor in Residence in the Department of Computer Science and Engineering at the University of Connecticut. She earned her Ph.D. from the University of Connecticut in 2021 and has since dedicated herself to teaching undergraduate courses. Lina's dual interests in Bioinformatics and education guide her academic journey.

As an educator, Lina's primary goal is to create an inclusive and motivating learning environment. She works closely with students of diverse backgrounds and learning styles, ensuring that everyone feels valued and heard in her courses. Her commitment to excellence is evident through her active participation in teaching workshops at the Center for Excellence in Teaching and Learning (CETL) at UConn.

Lina's work in academia reflects her dedication to enhancing education and fostering a sense of belonging among students. Her contributions in both teaching and research continue to make a lasting impact in her field.

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Abstract

In the field of education, the pursuit of effective learning methods and the reduction of exam-related stress remain constant priorities. As teachers, our goal is to cultivate stimulating and welcoming atmospheres that support students in understanding and retaining intricate concepts.

This research investigates the integration of diverse learning approaches, particularly interactive review sessions, to enhance student learning outcomes and alleviate exam-related stress in computer science courses.

The main focus is in the course "Algorithms and Complexity" offered by the Computer Science department at a large public university in the northeast United States. This course covers a range of topics including algorithm design techniques, graph algorithms, data structures, complexity theory, and analysis of efficient computer algorithms. It is known for its dense and challenging material. By integrating interactive review sessions, we aimed to enhance student engagement, reduce stress, and improve learning outcomes.

The study implemented engaging activities such as Bingo, Trivia, and word search during exam review sessions to explore their impact on exam performance and stress reduction.

Data for this study were collected through students’ evaluation of teaching (SET) administered to participants of the interactive review sessions. The surveys included questions related to the effectiveness of the sessions in reducing exam-related stress and improving performance. Additionally, exam scores were collected for comparison between the exams conducted within the same semester when interactive review sessions were implemented and when they were not. Results indicate a positive correlation between the implementation of interactive review sessions and improved exam scores, as well as a reduction in exam-related stress reported by students. Student feedback underscores a high level of appreciation for these sessions. Practical considerations and challenges encountered during implementation are discussed, offering insights for educators interested in adopting similar approaches.

In conclusion, this research emphasizes the importance of integrating diverse learning approaches to foster student learning and well-being in challenging technical courses. It contributes to the existing body of research on effective educational practices and provides valuable insights for educators seeking to enhance student outcomes.

Keywords: diverse learning approaches, interactive review sessions, exam performance, exam-related stress.

Citation
Format

Kloub, L. (2024, April), Engaging Minds, Elevating Performance : The Transformative Power of Interactive Review Sessions in Computer Science Courses Paper presented at 2024 ASEE North East Section, Fairfield, Connecticut. 10.18260/1-2--45762

TY - CPAPER
AB - In the field of education, the pursuit of effective learning methods and the reduction of exam-related stress remain constant priorities. As teachers, our goal is to cultivate stimulating and welcoming atmospheres that support students in understanding and retaining intricate concepts.

This research investigates the integration of diverse learning approaches, particularly interactive review sessions, to enhance student learning outcomes and alleviate exam-related stress in computer science courses.

The main focus is in the course &quot;Algorithms and Complexity&quot; offered by the Computer Science department at a large public university in the northeast United States. This course covers a range of topics including algorithm design techniques, graph algorithms, data structures, complexity theory, and analysis of efficient computer algorithms. It is known for its dense and challenging material. By integrating interactive review sessions, we aimed to enhance student engagement, reduce stress, and improve learning outcomes.

The study implemented engaging activities such as Bingo, Trivia, and word search during exam review sessions to explore their impact on exam performance and stress reduction.

Data for this study were collected through students’ evaluation of teaching (SET) administered to participants of the interactive review sessions. The surveys included questions related to the effectiveness of the sessions in reducing exam-related stress and improving performance. Additionally, exam scores were collected for comparison between the exams conducted within the same semester when interactive review sessions were implemented and when they were not.
Results indicate a positive correlation between the implementation of interactive review sessions and improved exam scores, as well as a reduction in exam-related stress reported by students. Student feedback underscores a high level of appreciation for these sessions. Practical considerations and challenges encountered during implementation are discussed, offering insights for educators interested in adopting similar approaches.

In conclusion, this research emphasizes the importance of integrating diverse learning approaches to foster student learning and well-being in challenging technical courses. It contributes to the existing body of research on effective educational practices and provides valuable insights for educators seeking to enhance student outcomes.

Keywords: diverse learning approaches, interactive review sessions, exam performance, exam-related stress.
AU - Lina Kloub
CY - Fairfield, Connecticut
DA - 2024/04/19
PB - ASEE Conferences
TI - Engaging Minds, Elevating Performance : The Transformative Power of Interactive Review Sessions in Computer Science Courses
UR - https://peer.asee.org/45762
DO - 10.18260/1-2--45762
ER -