WIP: How to Improve Student Comprehension of Pseudocode Reading and Writing

This work in progress innovative practice paper describes a tentative study on Computer Science students' pseudocode comprehension, aiming to explore intermediate steps in their understanding of reading and writing pseudocodes. As problem-solving skills are integral to undergraduate studies, mastering pseudocode formulation becomes fundamental for these students. In advanced computer science courses, solutions are often presented in pseudocode format, requiring students to express their solutions likewise. Proficiency in comprehending and creating pseudocode becomes crucial. This study aims to evaluate students' aptitude in comprehending pseudocode from written sources and in devising solutions using pseudocode. The investigation is designed to be conducted in multiple phases, employing Think-Pair-Share and many other active learning strategies to enhance pseudocode understanding. This paper presents promising preliminary survey/quiz findings, which were conducted in an advanced algorithm course. The subsequent phases will delve deeper into students' metacognition regarding pseudocode reading and composition, aiming to gain a deeper understanding of learning processes and identify effective instructional strategies. In the realm of Computer Science education, a profound understanding of students' cognitive processes and cognitive frameworks becomes essential in refining instructional techniques and teaching strategies. The objective of this study is to gain a deeper understanding of student's learning processes and to investigate which actions by the instructors will help them the most with regard to pseudocode reading and writing. This encompasses a comprehensive development journey, including theoretical understanding, practical application, and hands-on experiences that collectively contribute to their adeptness in addressing complex problems and solutions within the field of Computer Science. We aim to examine how students understand problems and their solutions when presented in pseudocode format, particularly when they need to represent the solution as pseudocode instead of writing code in a high-level language. In Phase-I of the study, the objective is to assess the effectiveness of using an active learning strategy, such as Think-Pair-Share, in a classroom setting to teach pseudocode as opposed to traditional lecture-based methods. Phase-II of the research will further explore students' metacognitive processes during their engagement with pseudocode, focusing specifically on problem-solving contexts.