Abstract:

Undergraduate laboratory experiences are critical components of a science degree as they allow students a chance to implement the theory learnt in class practically. In Computer Science, this generally involves completing a set amount of programming questions within laboratories. However, students, particularly first years, may have different exposures to laboratories based on their educational background and demographic. It is important that we acknowledge these differences and work towards enhancing participation for all types of students ensuring that we support students at all levels. The aim of this study is to investigate how collaborative learning can enhance the undergraduate laboratory experience within computer science and whether the educational background or demographic of students impacts this experience. This study employed three main research methods: questionnaires/surveys, a semester-long observational study, and, collaborative learning components.

The questionnaire/survey was distributed to first-year undergraduate students to gather information on their demographic background, familial-educational history, and previous collaborative work experiences. The survey was designed to measure the level of engagement, confidence, and enjoyment of their laboratory participation. The semester-long observational study was conducted on a sample group of first year undergraduate students during their lab component of an introductory computer programming module. This study aims to observe and document their engagement, level of participation, and interest in laboratory work by collecting data using observation and note-taking approaches.

We introduced laboratory collaborative learning components by encouraging groups of two or more students to work together to solve problems and learn new concepts. The sample group was divided into two, one receiving traditional collaborative learning with face-to-face interactions, and another instructed to collaborate through an online messaging platform. The experiments were conducted over a period of four weeks.

This study found that introducing collaborative learning in undergraduate laboratory courses can lead to a more engaging, confident, and enjoyable experience for students. Collaborative learning fosters active engagement and peer-to-peer interaction, which can promote critical thinking, problem-solving, and team-building skills.

Moreover, the study identified that students' educational background and demographic could affect their laboratory involvement. Students from more privileged educational backgrounds tended to have a more positive laboratory experience. Additionally, there is a correlation between past academic success and higher levels of confidence and engagement when working with other students. These findings underscore the importance of considering equity and inclusivity in education and addressing systemic barriers that may hinder some students' success in a laboratory-based setting.

Overall, the results of this study suggest that implementing collaborative learning in undergraduate laboratory courses can enhance the laboratory experience and promote students' skills and abilities. Instructors should aim to create an inclusive and equitable learning environment that supports all students in achieving their full potential. The results of this study provide evidence for the effectiveness of collaborative learning in enhancing the undergraduate laboratory experience.

Keywords:

Collaborative learning, undergraduate, Laboratory, observational study, inclusivity.