McKinney, D., & Edgcomb, A. D., & Lysecky, R., & Vahid, F. (2020, June), Improving Pass Rates by Switching from a Passive to an Active Learning Textbook in CS0  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34792

\bibitem{asee_peer_34792}
  McKinney, D., \& Edgcomb, A. D., \& Lysecky, R., \& Vahid, F. (2020, June), \emph{Improving Pass Rates by Switching from a Passive to an Active Learning Textbook in CS0}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34792

Dawn McKinney, Alex Daniel Edgcomb, Roman Lysecky, and Frank Vahid.  "Improving Pass Rates by Switching from a Passive to an Active Learning Textbook in CS0".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34792 Internet.  23 Dec, 2024

\bibitem{asee_peer_34792}
  Dawn McKinney, Alex Daniel Edgcomb, Roman Lysecky, and Frank Vahid.
  "Improving Pass Rates by Switching from a Passive to an Active Learning Textbook in CS0".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34792 Internet.  23 Dec, 2024

@INPROCEEDINGS{asee_peer_34792
author = "Dawn McKinney, Alex Daniel Edgcomb, Roman Lysecky, and Frank Vahid"
title = "Improving Pass Rates by Switching from a Passive to an Active Learning Textbook in CS0"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34792}
number = {10.18260/1-2--34792}
}

TY  - CPAPER
AB  - Undergraduate degree programs in computer science have struggled with student retention and outcomes; some solutions focus on improving introductory courses, such as CS0. This paper reports on one such approach: Switching from a passive to active learning textbook, which uses animations, learning questions, and simulators, along with text and figures. The Fall 2017 offering had 73 students and used a passive textbook and a standalone flowchart simulator. The Fall 2018 offering had 76 students and used an active learning textbook, including integrated auto-graded homeworks and integrated flowchart simulator. The primary change in the course was to the textbook; the courses had the same experienced instructor; similar quizzes, exams, and homeworks; and similarly-prepared students based on ACT scores and previous programming experience. Various metrics were measured; most crucially, the pass rate significantly increased (p-value = 0.04) from 78% (57 of 73 students) in Fall 2017 to 91% (69 of 76 students) in Fall 2018. In Fall 2017, 10 of the 16 students that did not pass changed majors, whereas only 2 of the 7 did in Fall 2018. The course grades increased from 84 out of 100 points in Fall 2017 to 87 in Fall 2018; the largest categorical increase (p-value < 0.001) was homework from 71 out of 100 points in Fall 2017 to 88 in Fall 2018. Students were surveyed about the course; significant findings turned out to be that Fall 2018 students found the homework to be clearer but harder than Fall 2017 students.
AU  - Dawn McKinney
AU  - Alex Daniel Edgcomb
AU  - Roman Lysecky
AU  - Frank Vahid
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Improving Pass Rates by Switching from a Passive to an Active Learning Textbook in CS0
UR  - https://peer.asee.org/34792
DO  - 10.18260/1-2--34792
ER  -