ERIC Number: EJ1076374
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: 51
An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers
Rodrigo, Ma. Mercedes T.; Andallaza, Thor Collin S.; Castro, Francisco Enrique Vicente G.; Armenta, Marc Lester V.; Dy, Thomas T.; Jadud, Matthew C.
Journal of Educational Computing Research, v49 n3 p293-325 Oct 2013
In this article we quantitatively and qualitatively analyze a sample of novice programmer compilation log data, exploring whether (or how) low-achieving, average, and high-achieving students vary in their grasp of these introductory concepts. High-achieving students self-reported having the easiest time learning the introductory programming topics. In a quantitative analysis, though, high-achieving and average students were: 1) more effective at debugging (on average, as quantified by Jadud's Error Quotient (EQ)) than low-achieving students; and 2) were least confused, as quantified using Lee's confusion metric. However, the differences in EQ and confusion between groups were not statistically significant. This implied that all groups struggled with programming to similar extents. This finding was further supported by was used to delineate two sets of variables. The results indicate that preference for autonomy in computer science learning positively predicts self-efficacy in learning computer science with the strongest coefficient. Computer science learner preference for teacher control is also a positive predictor. However, preference for participation in managing the computer class and preference for depending on the teacher did not play a significant role in the students' self-efficacy in learning computer science.
Descriptors: Programming, High Achievement, Introductory Courses, Qualitative Research, Statistical Analysis, Error Patterns, Low Achievement, Student Attitudes, Computer Science Education, Preferences, Personal Autonomy, Predictor Variables, Self Efficacy, Teacher Role, Teaching Methods, Concept Formation, Management Systems, Information Systems, Undergraduate Students, Foreign Countries
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Philippines