Measuring and Improving Student Performance in an Introductory Programming Course

Students' performances in introductory programming courses show large variation across students. There may be many reasons for these variations, such as methods of teaching, teacher competence in the subject, students' coding backgrounds and abilities, students' self-discipline, the t...

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Vydané v:Informatics in education Ročník 15; číslo 2; s. 183 - 204
Hlavný autor: Alturki, Raad A
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Vilnius Vilniaus Universiteto Leidykla 01.01.2016
Vilnius University Press
Institute of Mathematics and Informatics
Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences
Vilnius University
Predmet:
Ability
Academic Achievement
Achievement Need
analysis
Coding
College Students
Colleges & universities
Communication studies
Comparative Testing
Competence
Computer programming
Computer Science Education
Discipline
Dropping out
Education
Equated Scores
Evaluation
evaluation and assessment methodologies
Evaluation Methods
Foreign Countries
Identification methods
Introductory Courses
Islam
marks distribution
Measurement Techniques
Methods
motivation
Performance Factors
Programming
Saudi Arabia
Scores
Social Sciences
Student Characteristics
Student Evaluation
Student Improvement
Student participation
Student teacher relationship
Students
Teacher Characteristics
Teacher competencies
Teacher Effectiveness
Teachers
Teaching
Teaching Methods
teaching programming
Teaching Styles
Saudi Arabia
teaching programming
computer science education
evaluation and assessment methodologies
marks distribution
analysis
motivation
ISSN:1648-5831, 2335-8971
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Shrnutí:Students' performances in introductory programming courses show large variation across students. There may be many reasons for these variations, such as methods of teaching, teacher competence in the subject, students' coding backgrounds and abilities, students' self-discipline, the teaching environment, and the resources available to students, all of which can affect student performance and outcomes. Our observations in teaching programming courses (at Al-Imam Muhammad Ibn Saud Islamic University in Riyadh) are that many students (up to 50% per course) drop out. There is a strong belief by many instructors that such a high dropout rate is due, at least in part, to students underestimating the effort needed to finish this course and not following instructions as recommended. This paper reviews the factors that affect student performance in an introductory programming course (CS1) and aims to discover correlations between various assessment methods, students' participation and their final performance measured. It analyses mark distributions across various assessment methods to identify which assessment method best predicts final exam marks and overall marks, and gives recommendations for assessment in introductory programming courses.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1648-5831
2335-8971
DOI:10.15388/infedu.2016.10