Evaluating the Efficiency and Effectiveness of Adaptive Parsons Problems
Ericson, B. J., Foley, J. D., & Rick, J. · 2018
grade Crctdeveloper-ledreplicated
Sample
Not reported at abstract depth
Population
Introductory programming learners.
Design
Three-arm comparison of intra- and inter-problem adaptive Parsons problems against non-adaptive Parsons and against writing equivalent code. The adaptive system is the authors' own. Researcher-designed outcomes. Read at abstract depth.
Key findings
Solving adaptive Parsons problems was a more efficient but just as effective form of practice as writing the equivalent code. The consistent finding across the whole Parsons literature is EFFICIENCY, never superiority: nobody has shown Parsons practice produces more programming skill per problem than writing code, only more problems per hour.
Genetic confound
Low. Random assignment to condition.
Replication notes
Reproduces the 2017 efficiency-not-effectiveness pattern with an added adaptive condition, but from the same research group, so this is internal rather than independent replication.
DOI / URL
10.1145/3230977.3231000
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Learning from adaptive Parsons practice versus writing code | group contrast | equally effective, more efficient | researcher-designed | end of practice | active-alternative | end-of-treatment | domain-skill |
Cited by
- Does teaching programming actually teach programming — and does the method matter?moderate supportconf: mediumgc: low