Paper Info
Title
Effects of B-learning and F2F on college students’ engagement and retention in QBASIC programming
Abstract
Achieving learner engagement in the teaching and learning process is paramount towards ensuring knowledge retention in QBASIC programming. This study focuses on effects of b-learning and face-to-face (F2F) on college students’ engagement and retention in QBASIC programming. The study adopted quasi-experimental design with non-equivalent group research design. QBASIC Programming Achievement Test (QBPAT) and College Students’ Engagement Questionnaire (CSEQ) were instruments used for data collection. Results showed that the treatment groups’ retention mean score was significantly higher than the control group. Findings further showed that b-learning facilitated college students’ engagement and improved knowledge retention in QBASIC programming compared to their counterparts in the F2F group. It was recommended that faculty members should adopt innovative teaching pedagogies such as b-learning to promote students’ engagement and retention in the learning process.
Year
DOI
Venue
2019
10.1007/s10639-019-09882-7
Education and Information Technologies
Keywords
Field
DocType
QBASIC programming, Pedagogical issues, Active learning strategies, Interactive learning environments, Improving classroom teaching
Treatment and control groups,Data collection,Research design,Active learning,Computer science,Knowledge retention,Achievement test,Mathematics education,Learner engagement,Pedagogy,Blended learning
Journal
Volume
Issue
ISSN
24
5
1360-2357
Citations 
PageRank 
References 
0
0.34
16
Authors
3
Name
Order
Citations
PageRank
Chijioke Jonathan Olelewe111.02
Emmanuel E. Agomuo210.68
Peter Uzochukwu Obichukwu300.34