A study of students' progress through introductory computer science programming courses

Raigoza, Jaime

doi:10.1109/fie.2017.8190559

Cited by 18 publications

(8 citation statements)

References 8 publications

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“…Computer science has been one of the most popular education disciplines because of an ever-increasing demand for IT professionals. Programming is the fundamental aspect of computer science programs where most of the universities start computer science curriculum with the programming courses all over the world (Raigoza, 2017).…”

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confidence: 99%

“…Similarly, a huge number of students complete their undergraduate studies in computer science by getting a sufficient amount of general knowledge in programming but lacking in specific skills to develop high-quality computer applications (Kelleher & Pausch, 2005). In e-learning, the students become frustrated when they try to execute their code without a correct understanding of the problem and forcing the entire program to run without modular development and testing (Raigoza, 2017). Therefore, programming education in e-learning becomes a critical challenge.…”

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confidence: 99%

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Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

Rafique

Hussain

Ahmed

et al. 2020

OLJ

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Modern internet technologies have revolutionized the traditional education by providing flexible and resourceful e-learning opportunities in all the fields of knowledge. Programming constitutes integral part of undergraduate curriculum in computer sciences, and adequate level of programming expertise is expected from the graduates. In this paper, we explore and examine key factors that contribute to developing programming skills among undergraduate students in e-learning. These factors include teaching practices, intrinsic factors, efficacy problems, and learning intentions. We present a research model by integrating teaching practices, intrinsic factors, and efficacy problems with learning intentions of programming. This study involved responses from 460 undergraduate students. Structural Equation Modelling was applied to develop and evaluate the relationship between factors of the model. Experimental results show that teaching practices and student intrinsic motivations play a pivotal role in promoting learning intentions for programming. Further investigation reveals that learning intentions positively affect the programming expertise while the impact of efficacy problems is negative. The results proclaim that well-organized teaching practices and intrinsic factors develop learning intentions in students which overcome the efficacy problems and lead to better programming expertise. This research provides critical implications for policymakers to effectively implement computer science programs in e-learning paradigm.

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confidence: 99%

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confidence: 99%

Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

Rafique

Hussain

Ahmed

et al. 2020

OLJ

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“…In the literature, there are several approaches used to develop IT knowledge such as collaborative learning (Cao & Xu, 2005), pair programming (Campe et al, 2020), computational thinking Barr & Stephenson, 2011), use of Scratch-like special programs (Bean, Weese, Feldhausen, & Bell, 2015;Burke, 2012;Kalelioglu & Gülbahar, 2014), follow me activities (Bean et al, 2015), and digital stories (Burke, 2012;Zha, Jin, Moore, & Gaston, 2020). For example, learning programming is one of the most difficult areas for students (Raigoza, 2017;Hanks, Fitzgerald, McCauley, Murphy, & Zander, 2011). In their study, Hazar, Akkutay, and Keser (2021) found that programming training is inadequate because of the current design of the curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…However, similar results experienced from the past to the present in the curriculum prepared for IT courses indicate that there are problems with the methods used in the preparation, presentation, and implementation of programs (Sabin, Alrumaih, & Impagliazzo, 2018;Shaffer, 2008). In addition, Raigoza (2017) draws attention to the fact that although curriculum have changed over the years, learners' success has not reached the desired level in coding. When considering the changing conditions of the day and the needs of the required workforce, there is clearly a need for an education program that will qualify individuals in the IT area (Campe, Denner, Green, & Torres, 2020;Witherspoon, Schunn, Higashi, & Baehr, 2016).…”

Section: Importance Of the Studymentioning

confidence: 99%

A Program Development Model for Information Technologies Curriculum in Secondary Schools

Albayrak

Akgün

2022

Participatory Educational Research

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Information technology (IT) is used in numerous fields today, from health to education. This situation has brought about the need to train individuals toward using technological knowledge efficiently. IT education plays an important role in training individuals to become qualified in this field. Therefore, the IT curriculum should be designed to meet the said needs of students. This study then aims to provide a program development model for the information technologies curriculum at the secondary school level that can be adapted to the conditions of the day. To develop the model, the authors examined the relevant literature and information technologies program development processes and teaching programs of different countries. In addition, the opinions of academicians and teachers were obtained/taken into account. The results of the research led to the design of the "Development Model for a Sustainable Information Technologies Curriculum (DEMSITEC)". This model includes the planning and sustainability of an information technology curriculum with a dynamic structure that allows for continuous development. The model will provide teachers with a detailed road map for shaping the curriculum for their teaching environment. The study findings demonstrate that the model is useful for information technology education. It is suggested that this model be used for other grades alongside secondary schools for longer periods and the repetitive process be tested.

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“…Cursos introdutórios de programação possuem reconhecidamente um alto número de taxas de reprovação e evasão [RAIGOZA 2017]. O aprendizado de programação de computadores engloba o desenvolvimento de um conjunto de habilidades como lógica, matemática, assim como outras não diretamente relacionados com as ciências da computação [ROBINS 2010].…”

Section: Introductionunclassified

Proposta para Avaliação de Códigos Fonte com TF-IDF

Souza¹,

Zaffalon²,

Botelho³

2020

Anais Do XXXI Simpósio Brasileiro De Informática Na Educação (SBIE 2020)

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A crescente demanda de profissionais capazes de elaborar e manter softwares acarreta tambem no aumento de cursos voltados ao ensino de programação. O presente trabalho propõe um modelo de avaliação de códigos fonte produzidos em cursos de programação. O modelo é baseado em TF-IDF para identificar e estimar habilidades do pensamento computacional em códigos fonte. Os resultados demostram ser uma abordagem de avaliação promissora na comparação de habilidades em diferentes fontes.

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A study of students' progress through introductory computer science programming courses

Cited by 18 publications

References 8 publications

Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

Factors Influencing Programming Expertise in a Web-based E-learning Paradigm

A Program Development Model for Information Technologies Curriculum in Secondary Schools

Proposta para Avaliação de Códigos Fonte com TF-IDF

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