An investigation into student characteristics affecting novice programming performance

Pillay, Nelishia; Jugoo, Vikash

doi:10.1145/1113847.1113888

Cited by 60 publications

(44 citation statements)

References 4 publications

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“…This could be due to the reason that the students understand the problem by translating the problem statement in English to their native language. The rules discovered in this study do confirm many findings from previous studies using non KDD approaches [17,18]. There is a positive correlation between the students' problem solving ability and their programming performance.…”

Section: Results and Rules Analysissupporting

confidence: 88%

Analysis of Students’ Grades in Mathematics, English, and Programming Courses: A KDD Approach

Anwar¹,

Ahmed²,

Khan³

2012

IJFCC

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Abstract-There are several statistical tools being used for information extraction and knowledge discovery from the students' performance analysis. This paper presents data mining approach applied to discover students' performance patterns in mathematics, English, and programming courses taught in an undergraduate engineering degree program. The interesting patterns emerging from this analysis promise to offer some helpful and constructive guidance to educational administrators and decision makers in higher education sector for the improvement and revision of teaching methodology, restructuring of curriculum, and modifying the prerequisites requirements of various courses.

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Section: Results and Rules Analysissupporting

confidence: 88%

Analysis of Students’ Grades in Mathematics, English, and Programming Courses: A KDD Approach

Anwar¹,

Ahmed²,

Khan³

2012

IJFCC

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“…These results also confirm that abstract thinkers (convergers and assimilators) perform better in examination than concrete thinkers (accommodators and divergers). These results further support Allert [21]; Goold and Rimmer [48] and Pillay and Juggo [49] who stated that assimilators (abstract thinkers) did better than concrete thinkers. However, our results partially support Byrne and Lyons [50] who concluded that although learning style was not significant however, the convergers are the one who had selected the programming as a course of their study.…”

Section: Data Analysis and Resultssupporting

confidence: 87%

Understanding Students Learning Style and Their Performance in Computer Programming Course: Evidence from Bruneian Technical Institution of Higher Learning

Seyal¹,

Mey²,

Matusin³

et al. 2015

IJCTE

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Abstract-This pioneering study investigates the students' learning style in understanding their performance in computer programming course where they enroll for their first year of Bachelor of Internet computing degree program. The data was collected from cohort of students who appeared for their first year examination in programming concept module and were given Kolb inventory of learning style. The result through Chisquare test confirmed that there existed a relationship between learning test and students' performance in programming module. Moreover, students with converging and assimilating learning styles are significant and are closely associated with their pass or credit grade. Based upon the results, some recommendations were made in order to enhance teaching and learning programming.

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“…There are many individual characteristics [PJ05] [Ben05] that will impact how a programmer tackles a comprehension task. These differences also impact the requirements for a supporting tool.…”

Section: Programmer Characteristicsmentioning

confidence: 99%

Patterns and Tools for Improving Framework Understanding: A Collaborative Approach

Flores

Aguiar

2009

2009 Fourth International Conference on Software Engineering Advances

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Understanding a piece of software is an important activity of software development, and one with a big social emphasis. An average software project requires several people to work together in collaboration. When trying to understand programs, to maintain or evolve them, developers turn first to the code and, when that fails, to their social network, i.e., the development team. Nevertheless, it is not easy to go for the team, mainly due to the lack of expertise awareness (who to ask), wasteful interruptions of the wrong people (unclear expertise localisation) and unavailability (either due to intrusion or time constraints).Frameworks proved to be a powerful technique for large-scale reuse, but developers have to invest considerable effort to understand them. Their design is often very complex and hard to communicate, turning good quality documentation a crucial part. Producing such documentation can be costly as it needs to be easy to use, to cover different audiences, and to present different types of documents using different notations. But even if the documentation is produced with quality standards, the learners need to acquire knowledge from it and their cognitive needs must be attended. If the documentation doesn't help, or partially helps, how and where does the learner look for the knowledge needed to understand the framework and solve the task at hand?In this dissertation, the author pursues solutions to tackle these issues concerning framework understanding, aiming to answer how can framework understanding be improved and how can learners help each other without too much effort? The solutions proposed in this dissertation combine two approaches: best practices and collaborative learning.Observation and historical analysis show that understanding frameworks typically encompass a recurrent set of problems. If learners are aware of these obstacles and how to proceed to overcome them, they will surely accelerate their learning process. Therefore, a set of proven good solutions to those recurrent problems is presented in the form of patterns. These best practices aim at answering questions regarding where to start learning, at what level of abstraction should one go, how to cope with one's cognitive needs, and how to keep the knowledge produced. They provide a process of going through the documentation and, if it proves insufficient, alternative ways to gather information about the framework. To introduce collaboration into this learning experience, a collaborative environment was ii abstract developed -the DRIVER platform.The DRIVER platform is a collaborative learning environment where framework users can, in a non-intrusive way, store and share their learning knowledge while following the best practices of framework understanding (patterns). It provides a framework documentation repository, mounted on a wiki, where the learning paths (how did one learn) of the community of learners can be captured, shared, rated, and recommended. Combining these social activities, the DRIVER platform promotes coll...

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An investigation into student characteristics affecting novice programming performance

Cited by 60 publications

References 4 publications

Analysis of Students’ Grades in Mathematics, English, and Programming Courses: A KDD Approach

Analysis of Students’ Grades in Mathematics, English, and Programming Courses: A KDD Approach

Understanding Students Learning Style and Their Performance in Computer Programming Course: Evidence from Bruneian Technical Institution of Higher Learning

Patterns and Tools for Improving Framework Understanding: A Collaborative Approach

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