989 research outputs found

    Introductory programming: a systematic literature review

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    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

    An International Pilot Study of K-12 Teachers’Computer Science Self-Esteem

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    Computer Science (CS) is a new subject area for many K-12 teachersaround the world, requiring new disciplinary knowledge and skills.Teacher social-behavioral factors (e.g. self-esteem) have been foundto impact learning and teaching, and a key part of CS curriculumimplementation will need to ensure teachers feel confident to de-liver CS. However, studies about CS teacher self-esteem are lacking.This paper presents an analysis of publicly available data (n=219)from a pilot study using a Teacher CS Self-Esteem scale. Analy-sis revealed significant differences, including 1) females reportedsignificantly lower CS self-esteem than males, 2) primary teachersreported lower levels of CS self-esteem than secondary teachers, 3)those with no CS teaching experience reported significantly lowerCS self-esteem, 4) teachers with 0-3 years experience had a neg-ative CS self-esteem, but after four years, teachers had a positiveCS self-esteem, and 5) teachers who lived further from metropol-itan areas and in some countries reported lower CS self-esteem.These initial findings suggest a pressing need for future researchto look further into teacher CS self-esteem to inform teacher CSprofessional development

    Review of Measurements Used in Computing Education Research and Suggestions for Increasing Standardization

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    The variables that researchers measure and how they measure them are central in any area of research. Which research questions can be asked and how they are answered depends on measurement. This paper describes a systematic review of the literature in computing education research to summarize the commonly used variables and measurements in 197 papers and to compare them to best practices in measurement for human-subjects research. Characteristics of the literature that are examined in the review include variables measured (including learner characteristics), measurements used, and type of data analysis. The review illuminates common practices related to each of these characteristics and their interactions with other characteristics. The paper lists standardized measurements that were used in the literature and highlights commonly used variables for which no standardized measures exist. To conclude, this review compares common practice in computing education to best practices in human-subjects research to make recommendations for increasing rigor

    A Study of Non-computing Majors\u27 Growth Mindset, Self-efficacy and Perceived CS Relevance in CS1

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    As the demand for programming skills in today’s job market is rapidly increasing for disciplines outside of computing, CS courses have experienced spikes in enrollment for non-majors. Students in disciplines including art, design and biological sciences are now often required to take introductory CS courses. Previous research has shown the role of growth mindset, self-efficacy and relevance in student success within CS but such metrics are largely unknown for non-majors. In this thesis, we surveyed non-majors in CS1 at Cal Poly, San Luis Obispo during the early and late weeks of the quarter to gain insights on their growth mindset, their self-efficacy and the perceived relevance of the course to their lives. In our analysis, we discovered that non-majors’ levels of growth mindset and of self-efficacy decreased throughout the duration of CS1 with additional differences by gender. However, non-majors largely found that the material covered in CS1 was highly relevant to their academic and professional careers despite being challenged by it. These findings provide important insights into the experiences of non-majors learning to code and can help better serve a more diverse population of students

    Self-Efficacy and Engagement as Predictors of Student Programming Performance

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    Programming is a core subject introduced in the first year of an Undergraduate Computer Science programme. Since programming is a core subject, it is a major concern that high attrition and failure rates continue to be reported in such courses. Evidence from the literature suggests that programming is cognitively demanding, and the solutions proposed have had minimal impact on students in introductory programming courses. However, in the literature on learning theory, there is evidence suggesting that the self-efficacy beliefs of students affect their engagement, and that their engagement affects their performance. In the literature on introductory programming courses, there is a lack of research examining the effect of self-efficacy on engagement, and the effect of engagement on the programming performance of students. This leaves a gap in programming research that this research seeks to fill. Based on student engagement frameworks in the literature on learning theory, a conceptual model was developed. To operationalise and validate the conceptual model within the context of learning programming, a study consisting of focus group interviews and a survey on students in introductory programming courses is proposed. The results of the survey will be analysed using structural equation modelling (SEM) techniques

    Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study

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    This paper describes a pilot intervention conducted in CS1, in theacademic year of 2016-2017. The intervention was based on thework of Dweck, promoting a growth Mindset in an effort to in-crease performance in introductory programming. The study alsoexamined data from a previous year (as a control group) to compareand contrast the results. Multiple factors related to programmingperformance were recorded with the control and treatment group,which were measured at multiple intervals throughout the course,to monitor changes as the pilot intervention was implemented.This study found a significant increase in programming perfor-mance when the intervention was deployed. However, althoughperformance increased for the treatment group, the average Mindsetdid not significantly change towards a growth Mindset (replicatingthe findings of Cutts et al, 2010). To further explore this finding,a preliminary deeper investigation using k-means clustering wascarried out. The investigation found that the intervention promoteda growth Mindset for some student profiles and a fixed Mindset forothers. This finding is important for educators considering interven-tion development or implementation of Mindset, and demonstratesthat a Mindset intervention may not be suitable for all learners

    Computing education theories : what are they and how are they used?

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    In order to mature as a research field, computing education research (CER) seeks to build a better theoretical understanding of how students learn computing concepts and processes. Progress in this area depends on the development of computing-specific theories of learning to complement the general theoretical understanding of learning processes. In this paper we analyze the CER literature in three central publication venues -- ICER, ACM Transactions of Computing Education, and Computer Science Education -- over the period 2005--2015. Our findings identify new theoretical constructs of learning computing that have been published, and the research approaches that have been used in formulating these constructs. We identify 65 novel theoretical constructs in areas such as learning/understanding, learning behaviour/strategies, study choice/orientation, and performance/progression/retention. The most common research methods used to devise new constructs include grounded theory, phenomenography, and various statistical models. We further analyze how a number of these constructs, which arose in computing education, have been used in subsequent research, and present several examples to illustrate how theoretical constructs can guide and enrich further research. We discuss the implications for the whole field

    MEASURING THE ANTECEDENT EFFECTS OF SERVICE COGNITION AND INTERNET SHOPPING ANXIETY ON CONSUMER SATISFACTION WITH E-TAILING SERVICE

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    Internet shopping anxiety (ISA), or the negative emotion that results from an individual’s experiences with online shopping in particular, is an important factor to explain the consumer’s emotion in ecommerce usage experience, such as e-tailing service usage experience. In this study, we introduce Internet shopping anxiety (ISA) as a new factor that reflect the consumer’s emotion in e-tailing service usage. We explore and empirically validate the relationships among Internet shopping anxiety, perceived risk and consumer satisfaction under the online retailing context. This study surveyed and collected the responses of 239 survey participants with online shopping experience. The results indicated that E-tailing service quality and trust in website have significant negative effects on Internet shopping anxiety. Further, the results showed that Internet shopping anxiety have a significant positive effect on perceived risk. Finally, perceived risk is found to have a significant negative effect on consumers’ satisfaction.consumer satisfaction, e-tailing service, internet shopping anxiety.
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