Correlates of Success in Introductory Programming: A Study with Middle School Students

Qian, Yizhou; Lehman, James Daniel

doi:10.5539/jel.v5n2p73

Cited by 39 publications

(27 citation statements)

References 40 publications

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“…Students from all engineering disciplines take introductory programming and there is a wide range of abilities of the students coming in the class. Some may have studied some programming in high school or learned it on their own [6]. Others may have no exposure to programming at all and that can be rather intimidated.…”

Section: Discussionmentioning

confidence: 99%

“…The exact number may be different for engineering students but the fact of the matter is that a significant number of engineering students struggle and/or do not do well in their introductory programming class. Factors in doing well no doubt include prior preparation [6][9] [10] however the result of not doing well in any class can be due other issues such as: not paying attention, not doing the assignments, not keeping up with the work, etc. Like missing the first five minutes of a movie and then not understanding fully what is happening in the movie later on.…”

Section: Introductionmentioning

confidence: 99%

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Improving Motivation of Students in Introductory Programming Courses

Duffany¹

2018

Proceedings of the 16th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Innovation in Educat

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Research has shown that many students struggle in introductory programming classes often doing poorly or failing the course outright. However very little has been done to suggest ways for improving the situation. Given that there is little control of the variation in the level of preparation of the incoming student for this course one possible approach to improving the student performance would be to focus on increasing the motivation of the student. One method for doing this would be to provide evidence that they are learning a useful tool that will in the long run save them time and effort and potentially improve their grades. Another method is to capture their imagination and inspire the students to be selfmotivated out of their own curiosity and desire to learn.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improving Motivation of Students in Introductory Programming Courses

Duffany¹

2018

Proceedings of the 16th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Innovation in Educat

View full text Add to dashboard Cite

show abstract

“…Hence, the English meaning of those programming terms may not negatively affect their thinking. On the contrary, knowing the meaning of the English terms may significantly improve their learning of computer programming (Qian & Lehman, 2016). Therefore, when teaching computer programming to Chinese students, it is important to stress the meaning of the English-based programming commands to help them understand programming concepts.…”

Section: Student Misconceptions In Computer Sciencementioning

confidence: 99%

Using Technology to Support Teaching Computer Science: A Study with Middle School Students

Qian

Lehman

2018

EURASIA J MATH SCI T

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Expansion of computer science education in K-12 schools is driving the need for quality computer science teachers. Effective computer science teachers need both knowledge of computer science and pedagogical content knowledge (PCK), which includes an understanding of student misconceptions. In this study, by integrating an automated assessment system, we identified common misconceptions of Chinese middle school students in an introductory programming course. We found that students' limited English ability and existing math knowledge contributed to their misconceptions in learning to program. We also noted that Chinese students with better English ability made fewer programming mistakes. This finding differs from previous studies on English speakers that found that students' English ability had negative impacts on the learning of programming commands. Our results suggest that computer science teachers should integrate appropriate technology into instruction to support identifying and addressing specific student misconceptions. We recommend that teacher training programs in computer science pay attention to developing teachers' technological pedagogical content knowledge (TPACK), the knowledge for effective teaching with technology.

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“…There are also discussions by some researchers in the gender gap between males and females in the field of computing, particularly information technology (13)(14)(15)(16) . A limited study has showed that male students have a higher ability in programming class than female students (17,18) .…”

Section: Introductionmentioning

confidence: 99%

Mining educational data in predicting the influence of Mathematics on the programming performance of University students

Cornillez¹,

e²,

Santos³

2020

IJST

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Objectives: The aim of this study was to investigate the influence of mathematics to the programming performance of Information Technology students and identified the relationships of their performance in programming among genders. Methods/Statistical analysis: The study utilized the data mining method using J48 classification algorithm and descriptive-correlation design. The data were gathered from Electronic Database of the University. Failure ratings of the students were removed as significant outliers and came up with 73 data sets. Pearson r and Point Biserial Correlations were used with 0.05 level of significance alpha to test the correlation between continuous measures of independent and dependent variables. Further, descriptive statistics were used to describe the level of performance in mathematics and programming. Findings: The results show that students demonstrated a high performance in their mathematics in the modern world course with a mean rating of 2.16 (SD=0.27), and a low performance in their mathematics enhancement 1 with a mean grade of 2.81 (SD=0.38). Similar result in their programming course with a mean grade of 2.64 (SD=0.39). The mathematics performance of the students is significantly correlated to their performance in programming. The low performance in mathematics enhancement 1 corresponds to the low performance in programming. Moreover, female students performed better in their programming course compared to males. Applications: The results could help the teachers improve the quality of instructions particularly in mathematics and programming that will improve the performance of the students in both subjects. Concerned University administrators should conduct frequent assessments and curriculum revisits to examine possible areas of improvement beneficial to the students.

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Correlates of Success in Introductory Programming: A Study with Middle School Students

Cited by 39 publications

References 40 publications

Improving Motivation of Students in Introductory Programming Courses

Improving Motivation of Students in Introductory Programming Courses

Using Technology to Support Teaching Computer Science: A Study with Middle School Students

Mining educational data in predicting the influence of Mathematics on the programming performance of University students

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