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The Influence of Prior Knowledge and Additional Courses on the Academic Performance of Students in the introductory programming Course CS1

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Procedia Computer Science 2023年 225卷 1397-1406页

作者： Marina Uhanova Natalya Prokofyeva Sabina Katalnikova Oksana Zavjalova Viktorija Ziborova Riga Technical University Faculty of Computer Science and Information Technology 6A Kipsalas Street Riga LV-1048 Latvia

This article discusses the correlation between first-year students' prior knowledge of programming and their academic achievements. Many students who enroll in the Faculty of Computer Science and Information Technology at Riga Technical University drop out during their first year. Therefore, it is crucial to support first-year students in acquiring programming knowledge successfully. The Faculty of Computer Science and Information Technology provides an additional course called “Algorithmization Practice” for students without prior programming experience. The authors of this paper conducted research to investigate whether this course helps bridge the gap between students with and without prior programming knowledge and whether it improves the academic performance of students without prior knowledge in their first year. The collected data was summarized using descriptive statistics, and the final scores of students from different groups were compared to identify any differences between those who attended the “Algorithmization Practice” course and those who did not. Based on a sample of 1744 introductory programming course students, our analysis indicates that students who attended the additional course demonstrated better academic performance.

关键词： introductory programming CS1, prior experience assessment learning performance improvement

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Mobile devices in an introductory programming course

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COMPUTER 2008年第6期41卷 108-+页

作者： Mahmoud, Qusay H. Dyer, Allan Univ Guelph Dept Comp & Informat Sci Guelph ON N1G 2W1 Canada Univ Guelph Ctr Mobile Educ Res Guelph ON N1G 2W1 Canada

Teaching computer programming with simple wireless mobile applications provides the practical development experience students need.

关键词： Mobile Devices introductory programming Wireless Mobile Applications Computers And Education

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Teaching introductory programming to Information Systems and Computing majors 04

Teaching introductory programming to Information Systems and...

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Conference on Australasian Computing Education

作者： Christine Prasad Xiaosong Li UNITEC Institute of Technology Auckland New Zealand

This paper reports on a pilot study that attempts to determine if there are differences between students majoring in Computing and those majoring in Information Systems (IS) enrolled in the same introductory computer programming course. Data is gathered on age, gender, opinion of computer programming, topics of difficulty, difficulty level in computer programming, and how students structure computer programming concepts. Given the small sample size in the pilot study, the results suggested only slight differences between the two groups of students. It also showed that there were some topics within the course that IS students faced difficulties in. Some suggestions for future research are provided.

关键词： introductory programming computer programming computer programs Computer based information systems Students Sample Size Pilot Studies

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Promoting Mastery Learning in an introductory programming Course 19

Promoting Mastery Learning in an Introductory Programming Co...

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Proceedings of the 50th ACM Technical Symposium on Computer Science Education

作者： Paul Salvador Inventado California State University Fullerton Chino CA USA

ISBN: (纸本)9781450358903

programming is a complex skill requiring computational thinking, knowledge of the programming language, and the ability to distinguish, combine, and manipulate appropriate components to solve a problem. Practice is an effective strategy for teaching programming because it fosters skill mastery especially when students get sufficient experience and feedback. However, properly implementing programming practice is difficult because instructors need to assign appropriate problems for each student, evaluate solutions, and provide feedback. We conducted a pilot study on an introductory C++ programming class that applied mastery learning to optimize practice, used a repository of programming problems to reduce instructor effort, and leveraged unit tests to provide feedback and facilitate grading. The class had a lecture component to introduce programming concepts and a lab component for practice. We used mastery learning to control the number of practice-problems students solved on a topic before moving to a more advanced one. We assumed mastery when students answered three programming problems correctly in a row without help. If they sought help, they had to successfully solve a new set of three problems in a row. We also assumed mastery if they solved ten problems because it should have given them sufficient practice. We observed that experienced students asked fewer questions and quickly progressed across topics, while other students got much-needed help from instructors. The repository saved time for preparing problems and the unit tests helped answer students' low-level questions. Unit tests already checked students' solutions against expected results, so it significantly reduced checking time.

关键词： mastery learning programming problem repository introductory programming unit testing

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Some thoughts on teaching introductory programming and the first language dilemma (Discussion Paper) 23

Some thoughts on teaching introductory programming and the f...

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Proceedings of the 23rd Koli Calling International Conference on Computing Education Research

作者： Mohammed Aristide Foughali Université Paris Cité CNRS IRIF France

ISBN: (纸本)9798400716539

There is a consensus among computer education experts and practitioners that teaching introductory programming is intrinsically hard. In particular, the choice of the first programming language to support learning the fundamentals of problem solving and algorithmic reasoning is a hot issue that is driving a lot of attention within the last few decades. As a side effect, the computing education community has been long divided between supporters of industrial relevance and advocates of educational benefits as the prominent grounds on which a first programming language should be elected. While the former seem to have the wind in their sails, with popular-in-industry languages such as Java, C and C++ being still widely used to teach introductory programming, the case is far from being closed. In this paper, we propose to analyze the first language choice dilemma in the light of a number of rigorous studies carried out within and outside of the computing education community. We show that, in the light of these studies, we can efficiently question our choices as educators and stimulate objective discussions toward reconciling our views regarding the first language choice. Mainly, we devise a number of criteria, all backed up with scientific findings from different communities, according to which a first language should be evaluated. Our conclusions converge toward a justified concern vis-à-vis the use of languages such as Java and C to teach introductory programming, and the pressing need for a better compromise between industrial popularity and educational advantages. To meet that need, our position gravitates around two major opinions stemming from our cross-disciplinary analysis: (i) Java, C and C++ should not be used to teach introductory programming and should rather be saved for more advanced programming courses and (ii) while the recent trend of choosing Python is justified, it is still debatable and therefore other candidates, among which we propose a couple, shou

关键词： CS1 & CS2 first programming language introductory programming

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Embedding Executable Code in Slides for introductory programming: The Case of Interactive Code Playgrounds 2024

Embedding Executable Code in Slides for Introductory Program...

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Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 2

作者： Lorenzo Angeli Luca De Menego Maurizio Marchese University of Trento Trento Italy Thema Optical Domegge di Cadore Italy

ISBN: (纸本)9798400704246

Setting up development environments may be a complex hurdle for students who approach coding for the first time, and standardising environments among students may be an even greater challenge for teachers. Researchers and teachers tried to mitigate this issue with several solutions, all with different trade-offs, which may exclude students with limited internet access, low-powered devices, or lower computer proficiency. In this demo, we propose Interactive Code Playgrounds (ICPs), web pages displayed as slides that include a front-end component enabling code execution and code output display. This architecture simplifies the installation procedure, as students need only a web browser, and gives ICPs the chance to be a more long-lasting technology, as they have minimal external dependencies. As web pages, ICPs can be distributed as links or shared as single files, re-creating the user experience of PDF slide decks. Additional benefits of ICPs include a uniform development environment improved accessibility compared to PDFs due to HTML's underlying tree structure, the inclusion of semantic tags, and text captions.

关键词： accessibility front-end web technologies introductory programming slideshows

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How difficult are exams?: a framework for assessing the complexity of introductory programming exams 13

How difficult are exams?: a framework for assessing the comp...

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Proceedings of the Fifteenth Australasian Computing Education Conference - Volume 136

作者： Judy Sheard Simon Angela Carbone Donald Chinn Tony Clear Malcolm Corney Daryl D'Souza Joel Fenwick James Harland Mikko-Jussi Laakso Donna Teague Monash University University of Newcastle University of Washington Tacoma Auckland University of Technology Queensland University of Technology RMIT University University of Queensland University of Turku

ISBN: (纸本)9781921770210

Student performance on examinations is influenced by the level of difficulty of the questions. It seems reasonable to propose therefore that assessment of the difficulty of exam questions could be used to gauge the level of skills and knowledge expected at the end of a course. This paper reports the results of a study investigating the difficulty of exam questions using a subjective assessment of difficulty and a purpose-built exam question complexity classification scheme. The scheme, devised for exams in introductory programming courses, assesses the complexity of each question using six measures: external domain references, explicitness, linguistic complexity, conceptual complexity, length of code involved in the question and/or answer, and intellectual complexity (Bloom level). We apply the scheme to 20 introductory programming exam papers from five countries, and find substantial variation across the exams for all measures. Most exams include a mix of questions of low, medium, and high difficulty, although seven of the 20 have no questions of high difficulty. All of the complexity measures correlate with assessment of difficulty, indicating that the difficulty of an exam question relates to each of these more specific measures. We discuss the implications of these findings for the development of measures to assess learning standards in programming courses.

关键词： introductory programming standards question difficulty examination papers question complexity assessment quality CS1

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Benchmarking a set of exam questions for introductory programming 14

Benchmarking a set of exam questions for introductory progra...

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Proceedings of the Sixteenth Australasian Computing Education Conference - Volume 148

作者： Judy Sheard Simon Julian Dermoudy Daryl D'Souza Minjie Hu Dale Parsons Monash University Australia University of Newcastle Australia University of Tasmania Australia RMIT University Australia University of Otago New Zealand Otago Polytechnic New Zealand

ISBN: (纸本)9781921770319

This paper reports on the combining of two related but hitherto distinct themes in programming education research. The first is the recognition that students in programming courses tend to perform far more poorly than their teachers would like, and further, more poorly than their teachers would expect without a careful analysis of their results. The second is the proposal of a number of different styles of examination question, sometimes coupled with analysis of student performance on those questions, typically at single institutions. This work combines these themes by including a common set of short questions in the final examinations of introductory programming courses at six institutions in Australia and New Zealand, and analysing the student performance across all six institutions. The analysis results in a set of four simple questions that can be used to benchmark student performance in introductory programming courses at a wide range of institutions.

关键词： standards examination papers CS1 assessment introductory programming quality

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Examining student reflections from a constructively aligned introductory programming unit 13

Examining student reflections from a constructively aligned ...

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Proceedings of the Fifteenth Australasian Computing Education Conference - Volume 136

作者： Andrew Cain Clinton J. Woodward Swinburne University of Technology Hawthorn Victoria

ISBN: (纸本)9781921770210

Constructive alignment has been widely accepted as a strong pedagogical approach that promotes deep learning, however its application to programming units in higher education has not been widely reported. A constructively aligned introductory programming unit with portfolio assessment provides an opportunity for students to reflect on their learning. These reflections provide a rich source of information for educators looking to identify topical and pedagogical issues influencing student outcomes. In this work we applied thematic analysis to the reflective reports presented by students as part of their portfolio submission for an introductory programming unit. The analysis indicates several interesting aspects related to both topical and pedagogical issues. These results can be used to inform the development of constructively aligned programming units, and inform future research.

关键词： portfolio assessment introductory programming constructive alignment reflection programming issues thematic analysis

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Learning styles and performance in the introductory programming sequence 02

Learning styles and performance in the introductory programm...

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Proceedings of the 33rd SIGCSE technical symposium on Computer science education

作者： Lynda Thomas Mark Ratcliffe John Woodbury Emma Jarman University of Wales Aberystwyth UK

ISBN: (纸本)9781581134735

This paper reports on the implication of different preferred learning styles on students' performance in the introductory programming sequence and on work in progress on how to accommodate these different *** were given a learning styles preference test and then their preferred learning styles were compared to their performance on the exam and the practical programming part of the introductory programming module. There were significant differences in performance between groups of *** result could lead one to two possible conclusions. One might be that some students' learning styles are more suited to learning programming than *** alternative explanation is that our current methods of teaching advantage students with certain learning preference styles. We are at present in the process of testing this second assumption by providing students with a wider range of learning materials. We will then see if student performance is improved by using our current results as a baseline for comparison

关键词： Software Engineering Education introductory programming Student profiling Learning styles Diagnostic testing

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