Investigating the Integration of Parson's Programming Puzzles into a Lesson Study Framework in Computer Science Education

Background and purpose: Research indicates that students often struggle with coding logic, experiencing frustration and disengagement. This study explores the integration of Parson’s Programming Puzzles into computer science education as a pedagogical tool, through lesson study. By placing scrambled lines of code into the correct sequence, Parson’s Puzzles aim to reduce frustration and highlight the core logic of programming in a more game-like format. The interactive and hands-on nature of these puzzles aims to make programming more accessible, engaging, and effective for diverse learners. Aims: The primary aim of this research is to evaluate the impact of integrating Parson’s Programming Puzzles on student engagement in computer science lessons, perseverance in solving coding problems, and understanding of coding logic and programming skills. A secondary aim is to investigate how collaborative lesson planning and reflection (the lesson study approach) can further optimize these teaching strategies. Study design or methodology: Participants in the study included 15 secondary school students (aged 15–17) enrolled in computer science classes at Nazarbayev Intellectual School, Atyrau, Kazakhstan. Three research lessons were observed over a period of three weeks. Lessons were designed collaboratively by a team of educators using Parson’s Puzzles to address specific learning objectives. Data collection methods included classroom observations to evaluate student engagement and interaction, pre- and post-assessments to measure improvement in problem-solving and coding skills, and student surveys and interviews to gather qualitative feedback on their learning experiences. The collected data were analysed using both quantitative (assessment scores) and qualitative (thematic analysis of interviews and surveys) methods. Findings: Group A (High Performers) demonstrated significant improvement in problem-solving strategies and actively engaged with complex puzzles. Group B (Intermediate Learners) developed a better understanding of coding logic and structure, finding the puzzles a balance between challenge and support. Group C (Lower Performers) reported reduced frustration with coding and increased persistence in completing tasks. Conclusions, originality, value and implications: Integrating Parson’s Programming Puzzles within a lesson study framework fosters engagement, persistence, and improved coding outcomes in diverse learner groups. This approach provides educators with an innovative, hands-on method to address common challenges in programming education. The findings contribute to instructional practices, highlighting the value of collaborative lesson planning and innovative tools in enhancing computer science education. Future research could explore the long-term impact of this method and the integration of puzzles of varying complexity.

Keywords (free text)

Parsons' programming puzzles, lesson study, computer science education, student engagement, coding logic

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/941

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Lesson Study Kazakhstan, 2024-2025