Failure rates in introductory programming

Bennedsen, Jens; Caspersen, Michael E.

doi:10.1145/1272848.1272879

Cited by 490 publications

(255 citation statements)

References 7 publications

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“…Uma pesquisa realizada por Bennedsen e Caspersen [2007], com a participação de 63 instituições de diversos países, obtiveram um índice de 67% de aprovações, ou seja, 33% de reprovações, trancamentos e desistência caracterizando insucesso na tentativa de aprender a programar.…”

Section: Revisão Da Literaturaunclassified

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As Disciplinas de Introdução à Programação na USP: um Estudo Preliminar

Bosse

Gerosa²

2015

Workshops Do Congresso Brasileiro De Informática Na Educação

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Section: Revisão Da Literaturaunclassified

“…trancamentos na disciplina e até desistência do curso. Bennedsen e Caspersen [2007] afirmam que cursos de computação são difíceis e apresentam alta taxa de insucesso. Poucas pesquisas mostram dados quantitativos do índice de reprovações e linguagens de programação utilizadas.…”

Section: Introductionunclassified

As Disciplinas de Introdução à Programação na USP: um Estudo Preliminar

Bosse

Gerosa²

2015

Workshops Do Congresso Brasileiro De Informática Na Educação

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“…A more recent study [2] also found that the student success rates in introductory programming classes are very low.…”

Section: Introductionmentioning

confidence: 98%

Memory Tracing

Cogan¹,

Gurwitz²

2009

J. of Computer Science

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Problem statement: Students completing introductory computing courses did not know how to program at the expected level. Seeking the underlying problem, we came to believe that students were focusing only on results and not connecting with the inner workings of their code. This left them poorly prepared to master increasingly complex problems. Approach: We hoped that by promoting memory tracing as a core competence as early as possible in introductory programming courses we would hone the understanding and skills of our students and improve their chances for succeeding in computer science. We emphasized a basic and manual approach to memory tracing--in the classroom, in conjunction with homework assignments and on exams--to help our students gain the ability to write good programs, test them and, should it become necessary, debug them. Results: Having received gratifying results from our approach in our own classes, we had moved to get the word out as quickly as possible to motivate other educators to implement it. We described how we derived benefit from memory tracing in the various contexts and we presented the details of our method for teaching students how to best use this technique. Conclusion/Recommendations: Training students early on to actively carry out a manual memory trace of programs (as opposed to relying on debuggers or print statements) will help them develop their coding skill and comfort, quite apart from any facility for finding and fixing errors. Although experienced programmers trace intuitively, beginning students do not; they need to be trained. Therefore we felt that tracing should be an explicit, emphasized component of the introductory courses.

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“…It has even been mentioned that one out of three students fails the class at entry level programming courses in universities (Bennedsen & Caspersen, 2007) and that programming is one of the most difficult subjects in the undergraduate curriculum (Jenkins, 2002). Meisalo and colleagues also reported that 32% of college learners have dropped out their programming courses, which were offered as distance education and when asked for their reasons, students all pointed out that the subject was simply too difficult (Meisalo, Suhonen, Torvinen, & Sutinen, 2002).…”

Section: Introductionmentioning

confidence: 99%

Teaching GUI-Programming Concepts to Prospective K12 ICT Teachers: MIT App Inventor as an Alternative to Text-Based Languages

Mihci¹,

Dönmez²

2017

International Journal of Research in Education and Science

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The purpose of this research is to investigate the short and long-term effects of using GUI-oriented visual Blocks-Based Programming languages (BBL) as a 2 nd tier tool when teaching programming to prospective K12 ICT teachers. In a mixed-method approach, the effect on academic success as well as the impact on professional opinions and preferences have been gathered for drawing deeper conclusions. Conclusively, it was understood that visual BBL increased success for students who were previously having a hard time dealing with text-based programming. However, students that were already accustomed to text-based programming have shown failure adapting to the BBL. This has been interpreted as a failure of previous programming courses in terms of enabling learning transfer. Additionally, it has been understood that employing the BBL has not been entirely effective in causing prospective ICT teachers to think that programming is a subject suitable for a considerably younger target audience.

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Failure rates in introductory programming

Cited by 490 publications

References 7 publications

As Disciplinas de Introdução à Programação na USP: um Estudo Preliminar

As Disciplinas de Introdução à Programação na USP: um Estudo Preliminar

Memory Tracing

Teaching GUI-Programming Concepts to Prospective K12 ICT Teachers: MIT App Inventor as an Alternative to Text-Based Languages

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