Computer programming education is often delivered using individual learning strategies leaving group learning techniques as an under-researched pedagogy. This pose a research gap since novice programmers tend to form their own group discussions after lecture meetings and laboratory activities, and often rely on peers when a topic or activity is difficult. Thus, this study intends to evaluate the impact of cooperative learning using jigsaw technique when teaching computer programming to novice programmers. A quasi-experimental research using a nonequivalent control group pretest-posttest design was adopted to examine the impact of jigsaw teaching strategy. After a 14-week programming course, pre- and post-test results revealed a significant increase in terms of attitude and self-efficacy, and the experimental group demonstrated significantly higher scores than in the control group. Therefore, it was concluded that cooperative learning using Jigsaw technique is a valid and effective teaching strategy when handling novice programmers in an introductory programming course.

计算机程序设计教育通常使用个体学习策略来进行，而将集体学习技术作为研究不足的教学方法。由于新手程序员倾向于在演讲会议和实验室活动之后形成自己的小组讨论，并且在主题或活动较困难时经常依赖于同龄人，因此这构成了研究空白。因此，本研究旨在评估在向新手程序员教授计算机编程时使用拼图技术进行合作学习的影响。采用非等效对照组的前测后测设计进行了准实验研究，以检验拼图教学策略的影响。经过为期14周的编程课程，测试前和测试后的结果表明，态度和自我效能有明显提高，实验组的得分明显高于对照组。因此，得出的结论是，在入门编程课程中使用初学者时，使用拼图技术进行合作学习是一种有效有效的教学策略。