Abstraction ability as an indicator of success for learning object-oriented programming?

Abstract

Computer science educators generally agree that abstract thinking is a crucial component for learning computer science in general and programming in particular. We report on a study to confirm the hypothesis that general abstraction ability has a positive impact on programming ability. Abstraction ability is operationalized as stages of cognitive development (for which validated tests exist). Programming ability is operationalized as grade in the final assessment of a model-based objects-first CS1. The validity of the operationalizations is discussed. Surprisingly, our study shows that there is no correlation between stage of cognitive development (abstraction ability) and final grade in CS1 (programming ability). Possible explanations are identified.

Predicting Performance in an Introductory Programming Course by Logging and Analyzing Student Programming Behavior

“…However, it is important to consider how our algorithm performs, in terms of accuracy and explanatory power over the duration of a course. Interestingly, previous work [2][3][4][5][6][7][8][9] [ [13][14][15][16], used all available data to drive their predictive models. But predicting a student's failure at the end of a course leaves little time for an instructor intervention.…”

“…Unlike prior work [2][3][4][5][6][7][8][9] which mainly used indirect criteria to predict performance, our approach is based upon analyzing directly logged, quantitative data describing aspects of a student's ordinary programming behavior. This allows prediction of performance to evolve over timereflecting changes in the student's learning progress without the need to use multiple tests that often yield inconsistent results.…”

“…Similar data was collected for invocations. As the use of final exams has been criticized as a means to accurately measure programming ability [9], we use a student's overall coursework mark as the reference criterion of this study. This consisted of a weighting of their marks on a mid-term exam (25%), project (25%), practical exam (40%), and weekly lab exercises (10%).…”

“…As programming became more widespread, researchers began to explore a greater range of cognitive [3], psychological [4], and demographic [5] predictors. Researchers over the past two decades (1990-2010) extended prior work by exploring similar factors [6] [7] and the predictive potential of new innovations in pedagogy [8] [9].…”

Factors influencing the understandability of process models: A systematic literature review

“…Cognitive abilities were operationalized by abstraction ability and selection ability. Abstraction ability allows an individual to constitute an abstract model for an entity of the external world [56], whereas selection ability enables an individual to search through a set of objects, attributes or relations in typically large diagrams with many informational artifacts [57]. Selection ability and abstraction ability were found to influence process model understandability in opposite directions, the first one in positive direction and latter one in negative direction.…”