Introductory programming: a systematic literature review

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

Implementing teacher-centered robotics activities in science lessons: The effect on motivation, satisfaction and science skills

In studies on the use of robotic in science education, students are generally expected to design and program robots in specially designed robotic laboratories and during extracurricular activities. Although researchers claim that the student-centered approach and active student participation is more effective, teachers generally have to apply traditional teaching strategies in the field of science education due to the high number of students, a lack of materials, insufficient time and lack of professional teaching skills. Robotics activities can be performed in a traditional classroom environment and within a teacher-centered lesson structure. The aim of this study was to investigate the effect of teacher-centered robotics activities performed in science lessons on students' motivation, to determine their satisfaction with the activities and to collect their opinions about the activities. A parallel mixed-methods design was used for data collection. The results of the study indicated that teacher-centered robotics activities increased the motivation of students to participate in science lessons. Moreover, when the interviews with the students were examined, all of them commented that engaging in robotics activities improved their science skills. In addition, the majority of students were satisfied with the robotics activities and had positive feelings about them, believing that they helped them to learn and were enjoyable and interesting

Structured Pairing in a First-Year Electrical and Computer Engineering Laboratory: The Effects on Student Retention, Attitudes, and Teamwork

This paper describes a simple technique, structured pairing, for organizing student teams in engineering instructional laboratories. This technique was adapted from pair programming, which was previously found to improve student confidence, satisfaction, and retention in computer science. A study of structured pairing was implemented in a large required course for first-year students in electrical and computer engineering. Six laboratory sections implemented structured pairing, and the other seven laboratory sections operated in a traditional way (i.e., unstructured team interactions). Data were collected from a student survey, two focus groups, and course enrollment records. Structured pairing students reported significantly higher confidence in laboratory tasks and satisfaction with the course and teamwork experiences. Focus group data indicated that structured pairing students experienced reciprocal scaffolding (i.e., students acknowledged that they learned from each other). Short-term retention in engineering did not differ significantly between structured pairing and traditional section students. These findings suggest that structured pairing is a more engaging and motivating alternative to traditional laboratory teaming methods

IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems

This article contains the official text of the IS 2002 Model Curriculum for Undergraduate Degree Programs in Information Systems as approved by The Association for Computing Machinery, The Association for Information Systems, and The Association of Information Technology Professionals. It is presented in its original form

Challenges of teaching and studying programming at a university of technology - Viewpoints of students, teachers and the university

This thesis analyses the challenges of the instructional process at a university of technology from the viewpoints of students, teachers and the university administration. The first research question concerns the difficulties students encounter when they study computer programming. Special attention was given to the students' reasons for dropping out of the introductory programming course (CS1). The second research question concerns computer science teachers' conceptions of studying and teaching. The third research question concerns how the instructional process was seen at the teaching organisation level. These three viewpoints represent holistic approach to the challenges of the instructional process. General System Theory (GST) was used as the framework throughout the theoretical and empirical parts of this thesis. Three analysis models were developed: the "dimension doughnut", the three-layered didactic triangle and the feedback loop. These tools were used as starting points for developing the categorisation of earlier literature based on its didactic focus, and to analyse systematically the collected empirical data. The empirical data was collected from students in the introductory programming course, computer science teachers, representatives of the administration and formal documents. Both qualitative and quantitative research methods were utilised. The results suggest that the students' reasons for dropping out of the CS1 course were manifold and that they tend to cumulate. On average, dropped out students reported ten reasons that contributed to their decision, of which four affected their decision critically. The reasons included: course arrangements, difficulties to understand course topics, difficulties with time management, no consequences for dropping out, and preference for other courses. Computer science teachers' conceptions of studying were often content oriented. The teachers considered theory and concepts of computer science and the ability to apply knowledge to be the most difficult for the students. The experiences from the previous years courses and customs affected greatly the teaching process. Due to the large-scale courses, it was difficult to make adjustments to the ongoing course. The analysis of the formal documents and interview data of the administrative personnel revealed problematic aspects. For example, goal setting and planning were substance oriented. As a result, soft skills were not systematically discussed or taught during the studies. Moreover, the collection of feedback was not systematic and collected feedback was not always utilised. The results highlighted how students', teachers' and organisation's instructional processes interrelated

Spartan Daily, September 15, 1981

Volume 77, Issue 10https://scholarworks.sjsu.edu/spartandaily/6785/thumbnail.jp

Spartan Daily, October 30, 1990

Volume 95, Issue 43https://scholarworks.sjsu.edu/spartandaily/8042/thumbnail.jp

Identification and Evaluation of Predictors for Learning Success and of Models for Teaching Computer Programming in Contemporary Contexts

Introductory undergraduate computer programming courses are renowned for higher than average failure and withdrawal rates when compared to other subject areas. The closer partnership between higher education and the rapidly expanding digital technology industry, as demonstrated by the establishment of new Degree Apprenticeships in computer science and digital technologies, requires efficient and effective means for teaching programming skills. This research, therefore, aimed to identify reliable predictors of success in learning programming or vulnerability to failure. The research also aimed to evaluate teaching methods and remedial interventions towards recommending a teaching model that supported and engaged learners in contemporary contexts that were relevant to the workplace. Investigation of qualifications designed to prepare students for undergraduate computer science courses revealed that A-level entrants achieved significantly higher programming grades than BTEC students. However, there was little difference between the grades of those with and those without previous qualifications in computing or ICT subjects. Analysis of engagement metrics revealed a strong correlation between extent of co-operation and programming grade, in contrast to a weak correlation between programming grade and code understanding. Further analysis of video recordings, interviews and observational records distinguished between the type of communication that helped peers comprehend tasks and concepts, and other forms of communication that were only concerned with completing tasks. Following the introduction of periodic assessment, essentially converting a single final assessment to three staged summative assessment points, it was found that failing students often pass only one of the three assignment parts. Furthermore, only 10% of those who failed overall had attempted all three assignments. Reasons for failure were attributed to ‘surface’ motivations (such as regulating efforts to achieve a minimum pass of 40%), ineffective working habits or stressful personal circumstances rather than any fundamental difficulty encountered with subject material. A key contribution to pedagogical practice made by this research is to propose an ‘incremental’ teaching model. This model is informed by educational theory and empirical evidence and comprises short cycles of three activities: presenting new topic information, tasking students with a relevant exercise and then demonstrating and discussing the exercise solution. The effectiveness of this model is evidenced by increased engagement, increased quiz scores at the end of each teaching session and increased retention of code knowledge at the end of the course