Predictors of success and failure in a CS1 course

Abstract

We present the results of a survey which focuses on the backgrounds and expectations of a group of CS1 students in the first weeks of semester. When comparing their survey answers to their final grades on the course, we saw some surprising things: the group which indicated an intention to continue in computer science did no better than any other, and the strongest single indicator of success seems to be "expecting to get an A from the course."

Spatial Ability and Learning to Program

“…Byrne and Lyons (2001) found no significant difference in performance between male and female students in a first-year programming module, possibly because the module was part of a Bachelor of Arts honors degree program with a preponderance of female students (61%). However, other studies also have not found the expected gender difference (Bergin & Reilly, 2005;Rountree, Rountree, & Robins 2002), perhaps because group-based differences such as gender have less effect on an individual's performance than individual differences such as spatial ability or cognitive style (Beckwith & Burnett, 2004). Fisher et al (2006) hypothesize that females prefer a more low-risk, bottom-up approach to program development and comprehension, and males a more high-risk, abstract, top-down approach.…”

“…A person with high self-efficacy is more likely to undertake challenging tasks, expend more effort to achieve them, and demonstrate persistence when difficulties arise. Rountree et al (2002) surveyed students early in a first-year computer science course and found that students' expectation of how they were going to perform was the biggest indicator of success. Surprisingly, students predicted the outcomes very early in the course, and this may contribute to their level of motivation and persistence required to achieve.…”

“…Previous programming experience seems to relate to success in introductory programming courses (Rountree et al, 2002;Wilson & Shrock, 2001), with Wiedenbeck et al (2004) linking this with self-efficacy. Boys are more likely than girls to have previous programming experience (Bruckman, Jensen, & DeBonte, 2002).…”

“…At the end of Semester 1 (December 2005), and before taking the introductory programming examination, the students were asked how they rated their Programming Performance confidence levels in their last (as yet unmarked) programming coursework. They also rated the ICP in comparison to other nonprogramming modules on the parameters of difficulty, workload, and expected success, similar to Rountree et al (2002). In addition, the final marks in the following modules were collated:…”

Predicting introductory programming performance: A multi-institutional multivariate study

“…In a recent study by Bergin and Reilly (2005a), it was found that a student's perception of his or her understanding of the module had the strongest correlation with programming performance. In addition, Rountree et al (2002) found that the grade a student expected to achieve in an introductory module was the most important indicator of performance. Ventura (2005) examined predictors of a graphical design-centric objects-first Java course and found that student effort (as measured by the number of hours spent using the labs) and comfort level were the strongest (positive) predictors of success.…”