A Theory of Coordination: From Propositions to Hypotheses in Agile Software Development

Coordination is crucial in agile software development projects and a Theory of Coordination in co-located agile software development projects explains coordination in this context. This theory has propositions based on case study research. To improve the generalisability of theory built from case studies, researchers often transition to a theory testing phase involving a large-scale field study using the survey method. Prior to a large-scale field study, the propositions generated during theory building must be converted to testable hypotheses. There is little guidance explaining the complexity of this transition process and the challenges involved. Therefore, this paper explains the operationalisation process of transitioning from research propositions to research hypotheses and illustrates the process using the Theory of Coordination. The paper offers six practical guidelines, identifies seven challenges encountered, and potential solutions for each challenge. This paper contributes to agile software development and theory testing research offering seven recommendations for research practice

Self-efficacy and engagement as predictors of student programming performance: An international perspective

High attrition and failure rates are a common phenomenon in introductory programming courses and are a major concern since course instructors are not able to successfully teach novice programmers the fundamental concepts of computer programming and equip them with skills to code solutions to programming problems. Existing solutions that attempt to minimise the high failure and attrition rates have had little impact on improving the performance of the novice programmers. However, the behaviour of the novice programmer has received little attention from introductory programming course instructors although the literature on learning theory suggests that self-efficacy and engagement are two behavioural factors that affect a student’s performance. This study fills the gap in existing research by examining the effect of programming self-efficacy on the engagement of novice programmers, and the effect of their engagement on their programming performance. A research model that proposes a link between programming self-efficacy and the indicators of engagement that are specific to the context of introductory programming courses, and a link between the indicators of engagement to the programming performance of the novice programmer was developed. A three-phased mixed methods approach which consists of two survey questionnaires and focus groups was used to validate the research model. Data was collected in New Zealand and in Malaysia with 433 novice programmers participating in the survey questionnaires while 4 focus groups were held to refine and validate the indicators of engagement in introductory programming courses. The findings of the focus groups confirmed that participation, help-seeking, persistence, effort, deep learning, surface learning, trial and error, interest, and enjoyment were indicators of engagement while gratification emerged as a new indicator of engagement in introductory programming courses. The data from the survey questionnaires were analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). This study found that the programming self-efficacy beliefs of novice programmers had a strong influence on their engagement behaviour with the exception of help-seeking, while effort, enjoyment, deep learning, and surface learning were predictors of programming performance. These findings have implications for introductory programming course instructors and the recommendations emerging from this study include making clear behavioural expectations, designing courses which stimulate and support effective behaviour, and making novice programmers aware of the engagement behaviour that does not lead to better programming performance. This study contributes to the theory of teaching computer programming, and to the practice of designing and delivering introductory programming courses

Effect of Self-efficacy and Emotional Engagement on Introductory Programming Students

Today organisations both in the private and public sectors rely on Information Technology (IT) solutions and continue to make significant investments enabling business via IT. The increase in investment in IT is due to the demand for more efficient and cost-effective delivery of products and services. The dependency on IT and the increased level of investment in IT have both motivated a wider accountability focus on strategic technology initiatives, and a complex mix of political, organisational, technical and cultural shifts requiring far-sighted management and governance of IT. Throughout the last decade, systems, processes, standards and best practice frameworks have been developed to facilitate effective IT governance. However, a large number of IT initiatives fail to deliver. Getting value from technology deployment via effective IT governance remains a key concern of management. This paper presents the outcome of the analysis of four IT deployment cases studies. The analysis of the four case studies demonstrated a strong connection between project failures and inadequate governance practices

Self-Efficacy and Engagement as Predictors of Student Programming Performance

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

Cracking the Code of Market Secrets: A Deep Dive into Financial Anomalies

This paper reviews the literature on market anomalies and puzzles, providing a comprehensive overview of these complex phenomena that challenge the traditional Efficient Market Hypothesis. The authors examine a wide range of anomalies, including long-term return irregularities, earnings management, information uncertainty, mutual fund performance, day-of-the-week returns, the January effect, weather-induced mood shifts, international asset pricing, weekend anomalies, cryptocurrency efficiency, social transmission bias, emotional finance, biased beliefs, investor optimism, sentiment, global market inefficiencies, the influence of unique events and seasonal factors, and disappearing anomalies in country and industry returns. The authors also discuss the evolving landscape of market anomalies research, including machine learning approaches, investor behavior challenges, and the disappearance of some anomalies over time. They conclude by setting the groundwork for a more holistic comprehension of market anomalies, suggesting future research directions such as exploring new data sources, developing comprehensive theoretical models, and examining the role of technology, market regulations, and environmental changes in market anomalies

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

Effect of Self-efficacy and Emotional Engagement on Introductory Programming Students

High failure rates appear to be a norm in introductory programming courses. Many solutions have been proposed to improve the high failure rates. Surprisingly, these solutions have not lead to significant improvements in the performance of students in introductory programming courses. In this study, the relationship between self-efficacy, emotional engagement and the performance of students in introductory programming courses were examined. Enjoyment, interest, and gratification were identified as three factors contributing to emotional engagement in introductory programming courses from a review of existing literature and from focus groups. An online survey of 433 students in introductory programming courses showed that the students’ programming self-efficacy beliefs had a strong positive effect on enjoyment, while gratification and interest had a negative effect on programming performance. These findings have implications for course instructors who design and deliver introductory programming courses

Self-efficacy and Behavioural Engagement in Introductory Programming Courses

Educators frequently report high failure rates in introductory programming courses. Although a plethora of solutions have been proposed to improve the high failure rates, students continue to struggle when learning programming. The literature on learning theory suggests that self-efficacy affects the behavioural engagement of students, and that their behavioural engagement affects their performance. There appears to be a gap in understanding this relationship in introductory programming courses, and which is the focus of this research. Effort, persistence, and help-seeking were identified as three behavioural engagement factors in introductory programming courses. An online survey using questionnaires was conducted on 433 students in introductory programming courses. The results showed that the students’ programming self-efficacy beliefs had a strong positive impact on effort and persistence, while effort had a strong positive impact on programming grade. The findings of this research have implications for the design and delivery of introductory programming courses