A Comparison of Instructional Treatments for Introducing Recursion
Jim E. Greer · Computer Science Education · 1989
This study examined the effects of three approaches to teaching recursion on students’ subsequent achievement in recursion. Eighty‐four students who were registered in CS315 at the University of Texas at Austin during the fall semester of 1986 were randomly assigned to three instructional treatment groups and were taught the concept of recursion according to three different curricula. Video‐taped lectures developed for each of the three instructional treatments were presented to the three groups. Students’ achievement in recursion was measured with a post‐test immediately following the instructional treatment and with two follow‐up retention tests. No significant difference in achievement in recursion was detected among the three groups. Students identified as having higher general computer science ability did demonstrate higher achievement in recursion, regardless of instructional treatment.