A CS1 Spatial Skills Intervention and the Impact on Introductory Programming Abilities

This paper discusses the results of replicating and extending a study performed by Cooper et al. examining the relationship between students’ spatial skills and their success in learning to program. Whereas Cooper et al. worked with high school students participat- ing in a summer program, we worked with college students taking an introductory computing course. Like Cooper et al.’s study, we saw a correlation between a student’s spatial skills and their success in learning computing. More significantly, we saw that after apply- ing an intervention to teach spatial skills, students demonstrated improved performance both on a standard spatial skills assessment as well as on a CS content instrument. We also saw a correlation between students’ enjoyment in computing and improved perfor- mance both on a standard spatial skills assessment and on a CS content instrument, a result not observed by Cooper et al

Investigating Spatial Skills in Computing Education

There is an intriguing connection between spatial skills and CS: those with better spatial skills tend to do better in many CS related tasks. Since spatial skills are malleable, it is tempting to simply introduce spatial skills training courses to students who are struggling and expect positive outcomes. While improved outcomes are being observed, it would be preemptive to introduce such schemes widely without better understanding the relationship. We do not know why spatial skills are important in CS, so while one might take the gains observed at face value, we stand to lose valuable insights into not only the abstract cognition involved in spatial skills which appears to be of value across STEM, but also reflective and nuanced understanding of how people engage with CS education

Relating Spatial Skills and Expression Evaluation

Work connecting spatial skills to computing has used course grades or marks, or general programming tests as the measure of computing ability. In order to map the relationship between spatial skills and computing more precisely, this paper picks out a particular subset of possible programming concepts and skills, that of expression evaluation. The paper describes the development of an expression evaluation test, which aims to identify participants' ability to perform evaluations of expressions across a range of complexity. The results indicate participants' expression evaluation ability was significantly correlated with a spatial skills test (r=0.48), even more so when only considering those with less prior programming experience (r=0.58). Thus, we have determined that spatial skills are of value in expression evaluation exercises, particularly for beginners

Practice report: six studies of spatial skills training in introductory computer science

We have been training spatial skills for Computing Science students over several years with positive results, both in terms of the students’ spatial skills and their CS outcomes. The delivery and structure of the training has been modified over time and carried out at several institutions, resulting in variations across each intervention. This article describes six distinct case studies of training deliveries, highlighting the main challenges faced and some important takeaways. Our goal is to provide useful guidance based on our varied experience for any practitioner considering the adoption of spatial skills training for their students

A CS1 Spatial Skills Intervention and the Impact on Introductory Programming Abilities

This paper discusses the results of replicating and extending a study performed by Cooper et al. examining the relationship between students’ spatial skills and their success in learning to program. Whereas Cooper et al. worked with high school students participating in a summer program, we worked with college students taking an introductory computing course. Like Cooper et al.’s study, we saw a correlation between a student’s spatial skills and their success in learning computing. More significantly, we saw that after applying an intervention to teach spatial skills, students demonstrated improved performance both on a standard spatial skills assessment as well as on a CS content instrument. We also saw a correlation between students’ enjoyment in computing and improved performance both on a standard spatial skills assessment and on a CS content instrument, a result not observed by Cooper et al

A CS1 Spatial Skills Intervention and the Impact on Introductory Programming Abilities

This paper discusses the results of replicating and extending a study performed by Cooper et al. examining the relationship between students’ spatial skills and their success in learning to program. Whereas Cooper et al. worked with high school students participat- ing in a summer program, we worked with college students taking an introductory computing course. Like Cooper et al.’s study, we saw a correlation between a student’s spatial skills and their success in learning computing. More significantly, we saw that after apply- ing an intervention to teach spatial skills, students demonstrated improved performance both on a standard spatial skills assessment as well as on a CS content instrument. We also saw a correlation between students’ enjoyment in computing and improved perfor- mance both on a standard spatial skills assessment and on a CS content instrument, a result not observed by Cooper et al

Habilidades gerenciales y productividad laboral en el Ministerio de Energía y Minas, 2021

La presente investigación fue realizada con el objetivo de determinar la relación entre habilidades gerenciales y productividad laboral en el ministerio de energía y minas, 2021. El método utilizado fue el hipotético-deductivo, diseño no experimental descriptivo correlacional. La población fue conformada por los 71 directivos, el tipo de muestreo fue no probabilístico censal, por lo tanto se tomó como muestra al 100% de la población. La técnica utilizada fue la observación y la encuesta. El instrumento fue cuestionario por lo que se realizó un cuestionario de habilidades gerenciales y cuestionario de productividad laboral. Como resultado se obtuvo que en la variable de habilidades gerenciales un 40.85% es de nivel regular, 30.99% de nivel malo y un 28.17% de nivel bueno; y en la variable de productividad laboral se obtuvo un 42.25% de nivel regular, 32.39% de nivel malo y un 25.35% de nivel bueno. Se utilizó el estadístico Rho de spearman, en el cual se observó que hay un vínculo favorable y significativo en las habilidades gerenciales y productividad laboral en el ministerio de energía y minas con un coeficiente de correlación de 0.764 por lo que se admite la hipótesis alterna