Interacting factors that predict success and failure in a CS1 course

Rountree, Nathan; Rountree, Janet; Robins, Anthony; Hannah, Robert

doi:10.1145/1044550.1041669

Cited by 42 publications

(33 citation statements)

References 16 publications

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“…[2], [3]. However, attempting to understand the students behavior based on programming trace logs has only started to receive attention, see e.g.…”

Section: Introductionmentioning

confidence: 99%

Predicting Students' Performance in an Introductory Programming Course Using Data from Students' Own Programming Process

Vihavainen

2013

2013 IEEE 13th International Conference on Advanced Learning Technologies

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As the amount of data, facilities, and tools for understanding students' programming process are improving, the time is ripe for analyzing students' actual programming process. In our current work we are investigating how students' behavior during her programming process (e.g. eagerness to start working on freshly released exercises, following best programming practises) affects the course outcome. We purposefully utilize only data gathered automatically using snapshots from the students' programming process, and do not gather any additional background information. Currently, we are able to predict whether the student is a high-performer, passes the course, or fails the course with a 78% accuracy.

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“…[2], [3]. However, attempting to understand the students behavior based on programming trace logs has only started to receive attention, see e.g.…”

Section: Introductionmentioning

confidence: 99%

Predicting Students' Performance in an Introductory Programming Course Using Data from Students' Own Programming Process

Vihavainen

2013

2013 IEEE 13th International Conference on Advanced Learning Technologies

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“…These factors were collected because they are possible predictors of performance in computer science (Rountree, Rountree, Robins, & Hannah, 2004).…”

Section: Methodsmentioning

confidence: 99%

Improving problem solving with subgoal labels in expository text and worked examples

Margulieux

Catrambone

2016

Learning and Instruction

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a b s t r a c tIn highly procedural problem solving, procedures are typically taught with context-independent expository text that conceptually describes a procedure and context-dependent worked examples that concretely demonstrate a procedure. Subgoal labels have been used in worked examples to improve problem solving performance. The effect of subgoal labels in expository text, however, has not been explored. The present study examined the efficacy of subgoal labeled expository text and worked examples for programming education. The results show that learners who received subgoal labels in both the text and example are able to solve novel problems better than those who did not. In addition, subgoal labels in the text appear to have a different, rather than an additive, effect on learners compared to subgoal labels in the example. Specifically, subgoal labels in the text appear to help the learner articulate the procedure, and subgoal labels in the example appear to help the learner apply the procedure.

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“…These demographics are possible predictors of performance (Rountree, Rountree, Robins, & Hannah, 2004).…”

Section: Materials Developmentmentioning

confidence: 99%

Employing subgoals in computer programming education

Margulieux

Catrambone

Guzdial

2016

Computer Science Education

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The rapid integration of technology into our professional and personal lives has left many education systems ill-equipped to deal with the influx of people seeking computing education. To improve computing education, we are applying techniques that have been developed for other procedural fields. The present study applied such a technique, subgoal labeled worked examples, to explore whether it would improve programming instruction. The first two experiments, conducted in a laboratory, suggest that the intervention improves undergraduate learners' problem solving performance and affects how learners approach problem solving. A third experiment demonstrates that the intervention has similar, and perhaps stronger, effects in an online learning environment with in-service K-12 teachers who want to become qualified to teach computing courses. By implementing this subgoal intervention as a tool for educators to teach themselves and their students, education systems could improve computing education and better prepare learners for an increasingly technical world.

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Interacting factors that predict success and failure in a CS1 course

Cited by 42 publications

References 16 publications

Predicting Students' Performance in an Introductory Programming Course Using Data from Students' Own Programming Process

Predicting Students' Performance in an Introductory Programming Course Using Data from Students' Own Programming Process

Improving problem solving with subgoal labels in expository text and worked examples

Employing subgoals in computer programming education

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