Houston, we have a problem: There’s a leak in the CS1 affective oxygen tank

SIGCSE 2004 School of Computer and Information Sciences SIGCSE 2004 School of Computer and Information Sciences Norfolk, VA University of South Alabama Norfolk, VA University of South Alabama

Houston, Houston, we have a problem:we have a problem:There’s a leak in the CS1 There’s a leak in the CS1 affective oxygen tankaffective oxygen tank

Dawn McKinney and Leo F. DentonDawn McKinney and Leo F. Denton

http://www.southalabama.edu/


Affective Taxonomy Affective Taxonomy Krathwohl, Bloom, et. al.Krathwohl, Bloom, et. al.

1.0 Receiving1.0 Receiving

2.0 Responding2.0 Responding

3.0 Valuing3.0 Valuing

4.0 Organization4.0 Organization

5.0 Characterization5.0 Characterization



““In contrast to the perception thatIn contrast to the perception that

low graduation rates in the STEM low graduation rates in the STEM disciplines are a result of a ‘normal disciplines are a result of a ‘normal weed-out process,’weed-out process,’

studies show that large percentages of studies show that large percentages of students are capable but choose not to students are capable but choose not to persist,persist,

while others despite their while others despite their dissatisfaction persist to graduation.”dissatisfaction persist to graduation.”



Causes of the problemCauses of the problem

• Loss of student interestLoss of student interest• Poor teaching/instruction Poor teaching/instruction • Difficulty of disciplineDifficulty of discipline• Inadequate prior Inadequate prior

knowledgeknowledge• Cultural issuesCultural issues• External factorsExternal factors



Focusing on excellenceFocusing on excellenceNACE – industry’s top ten qualities for graduates:NACE – industry’s top ten qualities for graduates:

Communication skillsCommunication skillsHonesty/integrityHonesty/integrityTeamwork skillsTeamwork skillsInterpersonal skillsInterpersonal skillsMotivation/initiativeMotivation/initiativeStrong work ethicStrong work ethicAnalytical skillsAnalytical skillsFlexibility/adaptabilityFlexibility/adaptabilityComputer skillsComputer skillsOrganizational skillsOrganizational skills



Parallelism and interdependence Parallelism and interdependence of cognitive and affective domainsof cognitive and affective domains

• The division between the affective and cognitive The division between the affective and cognitive domains is artificial.domains is artificial.

• Throughout the educational process affective Throughout the educational process affective and cognitive behaviors are inseparably linked.and cognitive behaviors are inseparably linked.

• Growth in each domain may lead to further Growth in each domain may lead to further growth in the other domain.growth in the other domain.

- Bloom, Krathwohl, Martin and Briggs- Bloom, Krathwohl, Martin and Briggs



Keeping the oxygen flowing: Keeping the oxygen flowing: the affective domain can encourage …the affective domain can encourage …

• Internalization of cognitive content Internalization of cognitive content • Development of habitsDevelopment of habits• Professional practicesProfessional practices• Interest and belonging Interest and belonging

in the disciplinein the discipline• Increased effortIncreased effort• Perceived competencePerceived competence



Examples of Affective ObjectivesExamples of Affective Objectives1.0 Receiving 1.0 Receiving Students become aware that testing is a part of the software development Students become aware that testing is a part of the software development

life cycle during the initial programming labs. life cycle during the initial programming labs. 2.0 Responding2.0 RespondingStudents use coding standards as taught in the lectures with minimal Students use coding standards as taught in the lectures with minimal

prompting in the lab. prompting in the lab.

3.0 Valuing3.0 ValuingStudents consistently show strong work ethic, cooperation, and initiative Students consistently show strong work ethic, cooperation, and initiative

while working in groups. while working in groups.

4.0 Organization 4.0 Organization Students discuss a wide variety of useful personal initiatives indicative of Students discuss a wide variety of useful personal initiatives indicative of

a growing commitment to life-long learning. a growing commitment to life-long learning.



Our broader research recommendsOur broader research recommends

the integration of the integration of discipline-baseddiscipline-based affective objectivesaffective objectives into curricula into curricula

to enliven, incorporate, and sustain to enliven, incorporate, and sustain the energy of studentsthe energy of students

in order to attain higher in order to attain higher cognitive and cognitive and affective achievementaffective achievement..



Gauging the oxygen level:Gauging the oxygen level:

• Factors measured:Factors measured:• InterestInterest

• ValueValue

• Perceived competencePerceived competence

• EffortEffort

• Lack of PressureLack of Pressure

• Sense of BelongingSense of Belonging

• Student surveysStudent surveys• Intrinsic Motivation Inventory (IMI)Intrinsic Motivation Inventory (IMI)

• Institutional Integration ScaleInstitutional Integration Scale



CS1 sections studiedCS1 sections studied 2 sections using specific affective initiatives2 sections using specific affective initiatives 2 sections not using specific affective initiatives2 sections not using specific affective initiatives

Questions askedQuestions asked

1.1. Do the affective factors significantly Do the affective factors significantly correlate with course grade?correlate with course grade?

2.2. Do the levels of these affective factors Do the levels of these affective factors change during the semester? change during the semester?

3.3. Do affective initiatives impact the levels of Do affective initiatives impact the levels of affective factors?affective factors?



Course Grade Correlated with Affective FactorsCourse Grade Correlated with Affective Factors

Pearson Correlations Factors with Course Grade N p-value

Pretest Value 0.215* 86 0.047

Posttest Interest 0.640** 56 0.000

Posttest Competence 0.588* 56 0.001

Posttest Effort 0.445** 56 0.001

Posttest Lack of Pressure 0.614** 56 0.004

Posttest Value 0.614** 56 0.000

** Significant at the 0.01 level (two-tailed)* Significant at the 0.05 level (two-tailed)



0.00

0.20

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1.00

Inte

rest

Compete

nce

Effort

Lack of

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ssur

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Value

Faculty

Belo

nging

Peer B

elongi

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Decreases in Affective Factors in First Semester of CS1

Pretest

Posttest



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0.20

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0.80

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Comparison of Affective and Nonaffective Sections Posttest Scores

Nonaffective

Affective



The crew reported...The crew reported...“This class wasn't interesting to me and basically I didn't learn much.”

“This course involves programming assignments back-to-back. There is definitely an added pressure associated.”

“The work load in this class is tremendous. Coupled with this course and others I'm struggling to pass most of my classes because I am unable to manage my time.”

“I just got here. Maybe it will be different later, but people seem to stick to their little subgroups around here.”

“Programming is harder than I thought and I don't quite understand everything. I'm not sure that I should major in something that I don't completely understand.”

“Since I do not feel highly experienced in CIS, I feel I may decide to change my major.”



Keeping the oxygen flowing…Keeping the oxygen flowing…

• Use of cognitive/affective objectivesUse of cognitive/affective objectives• Classroom discussionClassroom discussion• Student self-reflectionStudent self-reflection• Cooperative andCooperative and

active learningactive learning• Learning communitiesLearning communities



“Due to the hard nature of this course and my doing well in it, I feel that the pressure has decreased because if I can do it in this course then I can do it in other CIS courses.” (sense of competence)

“Before I took CIS 120 I didn't know for sure I wanted to go into computer science for a living. Now I am sure this is what I want to go into.” (sense of belonging)

Recent reports from the crew…Recent reports from the crew…



“The value I place in this class on a scale of 1-10 would be a 10. Because we are a team in here and I know that I am an asset to my team. I have to be here.” (teamwork)

“My instructor has high expectations and I, like others, respond to that positively and work harder in this class as well as other classes.” (work ethic)




“The reason my effort has increased is that this class has made me work harder and think harder. So this has made me want to go on with the CIS courses.” (motivation/initiative)

“Now that I actually know what working with programs is somewhat like, I find I enjoy it! I also like the challenge that problem solving involves. ” (analytical skills)




Dawn McKinney and Leo F. Denton

School of Computer and Information Sciences

University of South AlabamaMobile, Alabama 36688

(251) 460-6390

{dmckinney, ldenton}@usouthal.edu


Houston, we have a problem: There’s a leak in the CS1 affective oxygen tank

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