Increasing student success by modifying course delivery based on student submission data

Shaffer, Steven C.; Rosson, Mary Beth

doi:10.1145/2537753.2537778

Cited by 13 publications

(5 citation statements)

References 37 publications

(38 reference statements)

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“…A study has also investigated the effectiveness of the block interface common to block-based programming languages [525]. • Mini-languages used to teach introductory programming, such as Karel the Robot [98] and Logo [116] • The use of robots such as LEGO Mindstorms has been reported to affect motivation [414,435] • Auto-graded coding exercise platforms -student behaviour when using them and their benefits for learning [120,184,589,711] • Interactive books and learning objects and their benefits [182,515,686] • Integrated development environments and their aspects that might be beneficial for novice programmers [304,548] • Intelligent tutoring systems (ITS): their benefits [623], the role of tutorial dialog in ITS [710], and the use of automatic program repair in ITS [722]. • Tools for algorithm development: ALVIS [290] and MELBA [573], as opposed to tools for coding, such as Verificator [484,485] Tools have also been used in the evaluation of pedagogical approaches such as self-paced learning [480], explicit instruction of the roles of variables [601], and the quality of examples in textbooks [83].…”

Section: Algorithm Visualisationmentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

360

127

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As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming.This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research.

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Section: Algorithm Visualisationmentioning

confidence: 99%

Introductory programming: a systematic literature review

Luxton-Reilly

Simón

Albluwi

et al. 2018

Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

360

127

View full text Add to dashboard Cite

show abstract

“…Approaches that modify course setup, assessment and resourcing included a broad range of practises starting from adjusting course content based on data from an assessment system [18], introducing new content, a programming tool that provides additional support and changing the grading schema assessment [15,12]. Results are shown in Table 6.…”

Section: Course Setup Assessment Resourcingmentioning

confidence: 99%

A systematic review of approaches for teaching introductory programming and their influence on success

Vihavainen

Airaksinen

Watson

2014

Proceedings of the Tenth Annual Conference on International Computing Education Research

199

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Decades of effort has been put into decreasing the high failure rates of introductory programming courses. Whilst numerous studies suggest approaches that provide effective means of teaching programming, to date, no study has attempted to quantitatively compare the impact that different approaches have had on the pass rates of programming courses. In this article, we report the results of a systematic review on articles describing introductory programming teaching approaches, and provide an analysis of the effect that various interventions can have on the pass rates of introductory programming courses. A total of 60 pre-intervention and post-intervention pass rates, describing thirteen different teaching approaches were extracted from relevant articles and analyzed. The results showed that on average, teaching interventions can improve programming pass rates by nearly one third when compared to a traditional lecture and lab based approach.

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“…the students to pass the proficiency exams averaging 80% as indicated in Table 2. The decline in the scores from progressive terms, which we attribute to the increasing difficulty of the work, similar to that reported in other introductory programming courses 18 . However, the term-by-term achievement scores remained steady over several years' operation of the course.…”

Section: Lessons Learned From the First Version Of The Course -Strengthssupporting

confidence: 88%

Work in progress: A First-Year Common Course on Computational Problem Solving and Programming

Char¹,

Hewett²

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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This is a report on work-in-progress for an entry-level course, Engineering Computation Lab, in which engineering and other STEM students learn about computational problem-solving and programming. It provides a hybrid (on-line and in-person) environment for learning introductory programming and computational problem-solving. It runs at scale, serving 800-1000 engineering students per term. Pedagogically, it uses active and problem-based learning using contexts more oriented towards the needs of engineering students than typical generic "intro programming" courses. Autograded exercises and on-line access to information have been key to feasible operation at scale. Learning how to operate effectively and smoothly at scale across a variety of lead instructor preferences, with the particular needs for computation by engineering students has been the continuing challenge. We report on our experiences, lessons learned, and plans for the future as we revise the course. Course objectives Use of computation is indisputably part of every engineer's foundational training. However, there does not appear to be a consensus on the extent of such training, or its outcomes. Training for professional software developers (as evidenced by what it would take to be seriously considered for a professional software development position nowadays) would seem to include the equivalent of at least several terms of courses to achieve a working knowledge of software development: programming in two or more languages, data structures, performance analysis, software design, and basic principles of software engineering such as testing, documentation, and archival storage. However, the conventional undergraduate engineering degree is already full of other mandated science and discipline-specific course work. Until the day arrives where enough time is given to establish mastery of software development, course designers would seem to need to settle for the goal of introduction: initial experience with of the skills and knowledge needed to create and use software to solve problems typical of an engineer's work. This includes: • Concepts of simple computation: command-based access to technical functionality; scripting and introductory programming (variables, control statements, functions). • Application of computation to engineering: concepts of simple mathematical modeling and simulation, and their use to solve engineering design problems. • Software engineering: how to build software, get it working quickly, and having confidence that it works well. Also, how to better amortize the cost of building software by designing for reuse. Mastery of these concepts is clearly beyond a single course, or even a year long sequence of courses. Yet postponement to sophomore or junior year blocks access to even simple computation skills and concepts in the first years, which blocks more sophisticated use of software when it might be used by some for educational benefit.

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Increasing student success by modifying course delivery based on student submission data

Cited by 13 publications

References 37 publications

Introductory programming: a systematic literature review

Introductory programming: a systematic literature review

A systematic review of approaches for teaching introductory programming and their influence on success

Work in progress: A First-Year Common Course on Computational Problem Solving and Programming

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