A teacher's view about introductory programming teaching and learning: Difficulties, strategies and motivations

Gomes, Anabela; Mendes, António José

doi:10.1109/fie.2014.7044086

Cited by 78 publications

(75 citation statements)

References 11 publications

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“…It presents a wide range of research and works to be used as approaches to support the teaching of a first course of program. (Gomes and Mendes, 2015) describe a study related with the educational and motivational strategies used to teach programming. In order to achieve this aim, interviews were conducted with different teachers to collect their experiences in teaching programming.…”

Section: Related Workmentioning

confidence: 99%

“…This may derive from a lack of motivation to learn programming, low final marks, and high dropout rates. Other factors that feed such perceptions are related to a shortage of successful methodologies for programming teaching (Salcedo and Idrobo, 2011), (Gomes and Mendes, 2015), (Alturki R. A., 2016). Another reason, is the complexity of some programming languages that are chosen for introductory courses (Koulouri, Lauria and Macredie, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Fostering Motivation and Improving Student Performance in an introductory programming course: An Integrated Teaching Approach

Pabón¹,

Machuca-Villegas²

2019

reveia

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This paper expands a teaching proposal presented at the Innovation and Technology in Computer Science Education Conference, in 2016. The proposal provides an integrated teaching approach for improving students’ performance in a first programming course. The approach is based on four main components: the use of Python as first programming language, project-oriented and problem-based learning, multimedia resources, and assessment rubrics. Material and learning resources for the course development are available on virtual platforms. Our findings suggest that the approach enhanced students’ academic performance, as can be seen in their grades, as well as a decrease in dropout rates.

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Section: Related Workmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Fostering Motivation and Improving Student Performance in an introductory programming course: An Integrated Teaching Approach

Pabón¹,

Machuca-Villegas²

2019

reveia

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show abstract

“…The issues faced by novice programming students, who are not able to cope with the natural difficulties associated, commonly leads many to demotivation [Gomes and Mendes 2014]. Some individual factors contribute to student engagement such as achievement, motivation and goals [Eltegani and Butgereit 2015].…”

Section: Introductionmentioning

confidence: 99%

Performance Analysis of Computer Science Students in Programming Learning

Rabelo¹,

Maia²,

Parreiras³

2018

Anais Do Workshop Sobre Educação Em Computação (WEI)

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The difficulties faced by lecturers and students in order to teach and learn programming on computer science courses have been a research topic over the years. The hardship to understand the abstract and logic concepts and consequent demotivation has been resulting in high rates of novices' failure and class abandonment. This study adopted statistical concepts to analyze students' final grades in programming subjects and compare their performance. Data were gathered from a computer science course at a Brazilian University. The period analyzed was from 2010 to 2015 including six programming subjects from the first and second academic year. The results pointed a significant number of student failure (43%) and abandonment (25%). It was also discovered that even with different teachers, semesters and programming subjects, the students' performance mean were nearly equal. The discoveries of this work contributed to point the hardship faced by students and teachers to learn and teach programming.

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“…Embora a disciplina de programação seja considerada fundamental na formação acadêmica dos discentes, estudos indicam que o seu aprendizado não é trivial MULLER;MORAES, 2015). As dificuldades enfrentadas pelos alunos no aprendizado de programação citadas com maior frequência na literatura são: baixa compreensão das noções básicas, como estrutura de controle; criação de algoritmos que resolvam problemas concretos; aprender a pensar algoritmicamente; uma base matemática fraca; uso de linguagens de programação com sintaxes rebuscadas para estudantes em início de curso; o não entendimento dos enunciados; exercícios dissociados de problemas "reais" e pouca disponibilidade extraclasse para estudos (YANG et al, 2014;MENDES, 2014).…”

Section: Introductionunclassified

“…Essas dificuldades causam inevitavelmente elevadas taxas de insucesso ou desistência dos estudantes no curso de Computação (GOMES, 2010;MENDES, 2014). Segundo o INEP (2012) o índice de evasão dos cursos das áreas exatas é de 28%.…”

Section: Introductionunclassified

Um modelo para promover o engajamento estudantil no aprendizado de programação utilizando gamification

Silva

Melo

Tedesco

2016

Anais Dos Workshops Do v Congresso Brasileiro De Informática Na Educação (CBIE 2016)

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A teacher's view about introductory programming teaching and learning: Difficulties, strategies and motivations

Cited by 78 publications

References 11 publications

Fostering Motivation and Improving Student Performance in an introductory programming course: An Integrated Teaching Approach

Fostering Motivation and Improving Student Performance in an introductory programming course: An Integrated Teaching Approach

Performance Analysis of Computer Science Students in Programming Learning

Um modelo para promover o engajamento estudantil no aprendizado de programação utilizando gamification

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