An Analysis of Success Factors in College Computer Science

Taylor, Harriet G.; Luegina, Mounfield

doi:10.1080/08886504.1991.10782005

Cited by 26 publications

(10 citation statements)

References 13 publications

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“…Problem Solving: The literature agrees that the problem is often the focus on programming language syntax rather than problem solving skills (see [2], [6]) that puts the high school student at a disadvantage.…”

Section: Discussionmentioning

confidence: 99%

“…A study performed in 1991, [2], claims that the long standing argument from many university professors (that high school computer science is actually detrimental to college computer science) is not based on fact. This generalization is based on studies by [3] and [4].…”

Section: Introductionmentioning

confidence: 99%

“…As a matter of fact, [2] shows that high school computer science can have a positive effect on students headed for college in the field of computer science. The major point shown is that it is not the content of the material that was studied, which contributed most to the success in college, but the methodology that was taught.…”

Section: Introductionmentioning

confidence: 99%

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Computer programming in high school vs. college

SchollmeyerMartina

1996

SIGCSE Bull.

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Although there exists a computer science certification exam for high school teachers in some states, there appear to be no general requirements for teaching computer science at the high school level in most states. l?tis may imply that CS material taught at the high school level is not always well-suited for students who want to pursue C'S in college.Zkis paper discusses some observations on what skills and abilities are important to prepare high school students for a successful career in CS at the college level. It also discusses preconceived ideas of college freshmen on what computer programming is all about.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Computer programming in high school vs. college

SchollmeyerMartina

1996

SIGCSE Bull.

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“…According to many previous studies [4,6,10,12,13], there is a positive correlation between students' previous computer-related background and level of success in computer science. However, these studies usually defined success in computer science by student achievement in academic CS1 courses, or introduction to programming courses, with an emphasis on programming.…”

Section: The Connection Between Students' Computer-related Backgroundmentioning

confidence: 99%

On the achievements of high school students studying computational models

Armoni

Gal‐Ezer

2004

Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education

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One of the units in the relatively new high school CS curriculum which is being implemented in Israel is a theoretical unit on computational models. It includes deterministic and nondeterministic finite automata, regular and non-regular languages, closure properties of regular languages, pushdown automata, closure properties of context free languages, Turing machines, the Church-Turing thesis and the halting problem. This paper focuses on part of a study we conducted dealing with the achievements of high school students studying this unit. Specifically, this paper compares the achievements of students on the technical parts of this unit vs. its theoretical parts. We also examine the correlation between achievements of students studying the Computational Models unit, and two other factors: The students' previous computer-related background (not necessarily computer science) and the level on which they studied mathematics.

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“…Findings that suggest a relationship between overall second-level academic performance of computing students and their grades in third level are, in general, tentative (Boyle et al, 2002;Alexander, 2003). However, a number of studies have found that the level of exposure to computers that students experience prior to commencing their course is positively related to their attainment and persistence on their computing course (Greer, 1986;Taylor & Mounfield, 1991;Hagan & Markhan, 2000;Alexander et al, 2003). Some researchers, on the other hand, found little evidence in their studies to support this theory (Byrnes & Lyons, 2001;Boyle et al, 2002;Bergin & Reilly, 2005).…”

Section: Review Of Literaturementioning

confidence: 99%

The post-primary computing experiences of institute of technology computing students

Shea

Killeavy

2006

Irish Educational Studies

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This is the first report on the findings of a survey carried out on 578 students entering computing courses at seven institutes of technology in Ireland in 2001. The progress of this cohort of students is charted through the four years of their course using questionnaires and interviews. It is envisioned that the study will highlight the different relationships and patterns of association between these students' progression at college and their entry characteristics. The findings presented in this article are from a section of the questionnaire administered to students in year one of their studies. It was designed to explore students' experiences of computing prior to their entry to college. The students' exposure to computing and their enjoyment of computing at second level was documented. Relationships between students' experiences of computing at second level and their success/failure to progress in their course in third level are investigated.

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An Analysis of Success Factors in College Computer Science

Cited by 26 publications

References 13 publications

Computer programming in high school vs. college

Computer programming in high school vs. college

On the achievements of high school students studying computational models

The post-primary computing experiences of institute of technology computing students

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