Abstract:

In this paper we present a methodology that combines collaborative programming (CP) with the teaching of structured programming (SP) in secondary education. The objective is to explore the advantages of collaborative learning and its impact on students' understanding and application of programming tools and structures. The proposed methodology aims to address the challenges students face in comprehending programming functions and dealing with syntax errors. By leveraging collaborative tools, students can overcome these obstacles with peer support.

The methodology begins with teaching structured programming using the C language, covering fundamental concepts and program structures. Various programming environments such as CodeBlocks and Visual Studio Code (collaborative and non-collaborative versions) are used to facilitate student learning. Practical exercises are conducted, allowing students to work individually or collaboratively with their peers. The focus is on ensuring students acquire the necessary knowledge and skills.

The methodology then introduces decision-making structures and divides students into control and experimental groups. Collaborative groups work together using collaborative features of Visual Studio Code, while the control group works individually. Both groups complete exercises on decision-making structures, and individual performance is evaluated. Comparisons between the collaborative and individual groups help assess the effectiveness of collaborative learning.

The next phase involves reversing the groups, with the control group becoming the experimental group. Students are introduced to loop structures, and exercises are completed collaboratively using Visual Studio Code and individually using CodeBlocks. The evaluation process includes examinations and assessments of individual and collaborative performance.

To measure the impact of the methodology, examinations are conducted in Moodle to evaluate students' knowledge acquisition. Practical exercises, examinations, and surveys provide comprehensive data for analyzing the strengths and weaknesses of the methodology. The study aims to assess the improvement in conventional programming learning achieved through collaborative programming.

In conclusion, in the paper we highlight use of collaborative learning to enhance the teaching of structured programming in secondary education. The designed methodology addresses students' challenges in understanding programming concepts and syntax errors. By leveraging collaboration, students can overcome these obstacles and improve their learning outcomes. The assessment methods, including examinations and surveys, provide valuable insights into the methodology's effectiveness and the benefits of collaborative learning in programming education.

Keywords:

Collaborative programming, structured programming, secondary education.