Exploring factors that influence computer science introductory course students to persist in the major

Barker, Lecia; McDowell, Charlie; Kalahar, Kimberly

doi:10.1145/1508865.1508923

Cited by 101 publications

(70 citation statements)

References 16 publications

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“…This kind of difficult subjects may decrease students' motivation and may cause dropout. It has been found that if the workload in the introductory class is too heavy compared with the students' level of experience, students more likely will not continue the computer science major [22]. In Estonia, some ICT students have learned programming before they start studying ICT at the higher education level, but some have their first contact with programming at university.…”

Section: Introductionmentioning

confidence: 99%

The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

Kori¹,

Pedaste²,

Leijen³

et al. 2016

IJIET

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Abstract-There is a high demand for qualified Information and Communication Technology (ICT) practitioners in the European labor market. However, a high dropout rate in higher education among ICT students is a big problem. One reason why students drop out is low study motivation, which in turn can influence the learning outcomes. Prior experience, such as learning ICT at the general education level and working in ICT field may influence their study motivation and learning outcomes at the higher education level and for this reason, the relationship between the above indicated variables was investigated in the current study. Data were collected in three higher education institutions in Estonia from 301 first-year ICT students. After the first semester, students filled in a questionnaire which contained the Academic Motivation Scale (AMS-C 28) College (CEGEP) version and questions about prior and current experience in ICT. The results show that the students who had learned programming before entering university had higher weighted average grades in the first semester and the students who started studying programming for the first time at university had more external regulation (a subcategory of extrinsic motivation) influencing their studies than other students. Working students had less motivation and lower results regarding the two subcategories of extrinsic motivation (introjected and external regulation). The findings show that learning programming before starting ICT studies gives an advantage in studies and working during studies is related to lower extrinsic motivation. This suggests improving students' opportunities for gaining experience in programming (studying or working) prior to university studies in order to support their future studies in the field of ICT.

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Section: Introductionmentioning

confidence: 99%

The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

Kori¹,

Pedaste²,

Leijen³

et al. 2016

IJIET

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“…Sissejuhatavate programmeerimiskursuste kohta on süste-maatilise kirjandusanalüüsi põhjal leitud, et need läbib vaid 67,7% üliõpi-lastest (Watson & Li, 2014). Kui sissejuhatavad õppeained on üliõpilaste jaoks liiga keerulised, siis on tõenäoline, et nad ei taha õpinguid sellel erialal jätkata (Baker, McDowell, & Kalahar, 2009).…”

Section: Ikt Erialade Spetsiifikaunclassified

“…Ka kirjandusest leiab väiteid, et just programmeerimine (Watson & Li, 2014) ja matemaatika (Divjak et al, 2010) on IKT-üliõpilaste jaoks keerulised. Sissejuhatavate õppeainete keerukus võib vähendada üliõpilaste soovi õpinguid jätkata (Baker et al, 2009) ning on ka IKT erialade puhul üks väljalange-mise põhjuseid. Lisaks leidsid nii väljalangenud kui ka õpinguid jätkanud üliõpilased, et õpingud ei vastanud nende esialgsetele ootustele, kuid erinevus seisnes selles, et õpinguid jätkanud üliõpilased suutsid õpingutega kohaneda ja nende edasised ootused õpingute suhtes muutusid.…”

Section: Erinevused õPpivate Ja Väljalangenud üLiõpilaste Vahelunclassified

Õppimine ja väljalangemine IKT erialade esimesel aastal Eesti kõrgkoolide näitel

Kori¹,

Mardo²

2017

EHA

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AnnotatsioonLoodusteaduste ja tehnoloogia valdkonnas on suureks probleemiks üliõpilaste välja langemine IKT erialadelt. Siinse kvalitatiivse uurimuse eesmärk on mõista sügavamalt erinevusi väljalangenud ja edasiõppivate üliõpilaste vahel ning leida abinõud, mida saaks väljalangemuse vähendamiseks kasutusele võtta. Andmeid koguti intervjuudega kaheksalt väljalangenud ja kaheksalt õpinguid jätkanud üli-õpilaselt. Tulemused näitavad, et iseseisev IKT õppimine enne kõrgkooli muudab õpingud kõrgkoolis lihtsamaks ning õpingute jätkamisele aitab kaasa tugevam akadeemiline ja sotsiaalne integratsioon. Erinevused väljalangenud ja õpinguid jätka-nud üliõpilaste vahel ilmnevad vaid akadeemilise integratsiooni puhul. Seevastu eri õppevormides õppivate üliõpilaste erinevused seisnevad varasemates kogemustes, kõrgkooli astumise eesmärkides, õpingutele pühendumises ja sotsiaalses integratsioonis. Tulemuste põhjal saab esitada soovitusi IKT erialadelt väljalange-mise ennetamiseks. Võtmesõnad: IKT, kõrgharidus, väljalangemine Sissejuhatus Puudus IKT-oskustega inimestestInfo-ja kommunikatsioonitehnoloogia (IKT) tähtsus eri elualadel on viimastel aastatel oluliselt kasvanud. Seetõttu on ka tööturul suurenenud nõudlus IKT-oskustega inimeste järele, eriti loodusteaduste ja tehnoloogia valdkonnas (Gareis et al., 2014). Prognoosid Euroopa Liidu kohta väida-vad, et 2020. aastaks on puudu 481 000 -1 685 000 IKT-oskustega töötajat (Hüsing et al., 2013

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“…It is a known fact that well prepared related teaching materials are directly associated with retention [17]. In the final survey, students responded about their interest in the assignments and laboratory works and also provided feedback about those.…”

Section: B Assignments and Labsmentioning

confidence: 99%

Improving Female Student Retention in Computer Science during the First Programming Course

Varol¹,

Varol²

2014

IJIET

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Abstract-This paper is an evaluation study to improve female student retention in Computer Science during the first programming course. Although, colleges are using variety of ways to attract female students to continue their studies in Computer Science, the number of female students is decreasing in the major. Therefore, we have employed two survey studies to learn more about the lack of supported items in the major and tried to address most of those issues in the classroom to see the change in student's feeling about Computer Science. Moreover, we support some of our suggestions not only by the survey results, but also students' performance from the course. We observed that lack of communication among students and with faculty, primitive programming editors, and not well prepared course materials are some of the reasons for the decrease in female student retention.

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Exploring factors that influence computer science introductory course students to persist in the major

Cited by 101 publications

References 16 publications

The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

The Role of Programming Experience in ICT Students’ Learning Motivation and Academic Achievement

Õppimine ja väljalangemine IKT erialade esimesel aastal Eesti kõrgkoolide näitel

Improving Female Student Retention in Computer Science during the First Programming Course

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