Links between the personalities, styles and performance in computer programming

There are repetitive patterns in strategies of manipulating source code. For example, modifying source code before acquiring knowledge of how a code works is a depth-first style and reading and understanding before modifying source code is a breadth-first style. To the extent we know there is no study on the influence of personality on them. The objective of this study is to understand the influence of personality on programming styles. We did a correlational study with 65 programmers at the University of Stuttgart. Academic achievement, programming experience, attitude towards programming and five personality factors were measured via self-assessed survey. The programming styles were asked in the survey or mined from the software repositories. Performance in programming was composed of bug-proneness of programmers which was mined from software repositories, the grades they got in a software project course and their estimate of their own programming ability. We did statistical analysis and found that Openness to Experience has a positive association with breadth-first style and Conscientiousness has a positive association with depth-first style. We also found that in addition to having more programming experience and better academic achievement, the styles of working depth-first and saving coarse-grained revisions improve performance in programming.Comment: 27 pages, 6 figure

Graduate Catalog, 1992-1993

https://scholar.valpo.edu/gradcatalogs/1020/thumbnail.jp

Graduate Catalog, 1994-1995

https://scholar.valpo.edu/gradcatalogs/1022/thumbnail.jp

Graduate Catalog, 1993-1994

https://scholar.valpo.edu/gradcatalogs/1021/thumbnail.jp

Graduate Catalog, 1996-1997

https://scholar.valpo.edu/gradcatalogs/1024/thumbnail.jp

A Historical Perspective on Runtime Assertion Checking in Software Development

This report presents initial results in the area of software testing and analysis produced as part of the Software Engineering Impact Project. The report describes the historical development of runtime assertion checking, including a description of the origins of and significant features associated with assertion checking mechanisms, and initial findings about current industrial use. A future report will provide a more comprehensive assessment of development practice, for which we invite readers of this report to contribute information

Using Blended Learning to Improve the Mathematics Achievement of Students with High Incidence Disabilities in an Alternative Education School

Students with high incidence disabilities in the public school system often perform multiple grade levels below their typically-developing peers in mathematics achievement. These students exhibit lower levels of on-task behavior that limits their access to effective instruction, thus requiring instructional interventions that personalize learning, differentiate materials, and ultimately promote academic engagement. In recent years, the use of technology-mediated and computer-assisted instruction has shown to have positive results with students with disabilities. Blended learning, an intervention that combines face-to-face instruction with computer-based instruction, has been shown to improve the on-task behavior and achievement of students with disabilities. In Chapter One, a systematic review of the literature was conducted in an effort to locate blended learning math studies for secondary-level students with disabilities and to assess the scientific rigor of those studies. Twelve intervention studies were synthesized and categorized in three major areas: (a) online- and computer-based curricula for independent practice/instruction, (b) media-based interventions with video prompting, and (c) strategy instruction. Blended learning intervention studies that found positive results in math achievement and on-task behavior of students with disabilities utilized a station-rotation format. Additionally, studies that met the high standards of special education research (CEC, 2014) saw stronger gains for student math achievement. In Chapter Two, blended learning was implemented with three middle school students with emotional behavior disorders in a therapeutic setting. Using a multiple baseline across participants single case design, this study examined the relationship between blended learning mathematics instruction and student on-task behavior, teacher engagement, and mathematics achievement. Both student and teacher engagement increased with the use of station-rotation blended learning. Math achievement, measured through the AIMSweb curriculum-based math probes, improved for two of three student participants. Social validity questionnaires revealed that students and teacher enjoyed the blended learning intervention; however, continued use depended on properly functioning technology. Future research in the area of blended learning math instruction should strive to accurately measure on- and off-task behavior under the computer-based condition. Additionally, researchers should develop measurements of math achievement that accurately assess the content that is taught during instruction

Graduate Catalog, 1997-1998

https://scholar.valpo.edu/gradcatalogs/1025/thumbnail.jp

The effects of real-time visual performance feedback on teacher feedback.

Researchers have identified a number of instructional strategies as evidence-based for improving the academic and behavioral outcomes of students. However, teachers often do not employ these practices or rarely implement them at recommended rates, perpetuating a research-to-practice gap. Further, research has demonstrated that traditional professional development is often insufficient to change teacher practice; therefore, researchers have explored a number of interventions to supplement teacher training. Performance feedback is one such method that has a growing base of empirical evidence. This study explored the effects of visual performance feedback (VPF) delivered in real-time using screen sharing technology on a discrete teacher practice (i.e., positive feedback) for four general education teachers in a middle school using a multiple baseline across teachers design. Additionally, I examined whether changes in teachers’ use of positive feedback had collateral effects on their use of negative feedback and on targeted students’ engagement levels and disruptive behavior. While training alone was insufficient to produce notable change in teacher practice, the addition of real-time VPF generally led to teachers increasing their use of positive feedback while maintaining stable and low rates of negative feedback. Student behavior did not appear to have a direct relationship with changes in teacher practice. Results of this study suggests that real-time VPF may be an effective intervention for teacher behavior change. Real-time VPF warrants further study, including additional replications and studies that incorporate more sophisticated designs with larger samples. While a number of effective practices have been identified that positively affect student outcomes, many of them have yet to be consistently translated into practice in applied settings. Therefore, continued studies of similar interventions that target lasting teacher behavior change (e.g., performance feedback, coaching) are critical to the improvement of practice