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Has the paradigm shift in CS1 a harmful effect on data structures courses: a case study

Authors:

Judith Gal-Ezer,

Ela ZurAuthors Info & Claims

SIGCSE '09: Proceedings of the 40th ACM technical symposium on Computer science education

Pages 126 - 130

https://doi.org/10.1145/1508865.1508909

Published: 04 March 2009 Publication History

Abstract

The ongoing debate among Computer Science educators about the advantages and disadvantages of the shift from the procedural to the Object-Oriented paradigm usually relates to the introductory course. Indeed, we were also concerned when in our institute we decided to implement this shift in our introductory course and started to teach Java, instead of a procedural paradigm. In our previous study we saw that the effect of the shift did not lower the achievements of students taking the CS1 course. Furthermore, we wanted to be equally sure that this was the case when students take Data Structures courses. This is the focus of the study presented in this paper. The results show that there is no significant difference in the achievements of students who came from different paradigm backgrounds. This encouraging result probably relates to the fact that our CS1 course focuses on the fundamentals of introductory Computer Science and does not only emphasize the language aspects.

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Cited By

Armoni MGal-Ezer J(2023)Computer Science Education Research in IsraelPast, Present and Future of Computing Education Research10.1007/978-3-031-25336-2_18(395-420)Online publication date: 18-Apr-2023
https://doi.org/10.1007/978-3-031-25336-2_18
Gokhale A(2018)Measuring students' attitudes toward information technologyJournal of Computing Sciences in Colleges10.5555/3199572.319958633:4(101-102)Online publication date: 1-Apr-2018
https://dl.acm.org/doi/10.5555/3199572.3199586
Tennyson MBeck M(2018)A study of knowledge retention in introductory programming coursesJournal of Computing Sciences in Colleges10.5555/3199572.319957433:4(13-20)Online publication date: 1-Apr-2018
https://dl.acm.org/doi/10.5555/3199572.3199574
Show More Cited By

Index Terms

Has the paradigm shift in CS1 a harmful effect on data structures courses: a case study
1. Software and its engineering
  1. Software notations and tools
    1. General programming languages
      1. Language types
        Object oriented languages

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Published In

cover image ACM Conferences

SIGCSE '09: Proceedings of the 40th ACM technical symposium on Computer science education

March 2009

612 pages

ISBN:9781605581835

DOI:10.1145/1508865

General Chairs:
Sue Fitzgerald
Metropolitan State University
,
Mark Guzdial
Georgia Institute of Technology
,
Program Chairs:
Gary Lewandowski
Xavier University
,
Steven Wolfman
University of British Columbia

ACM SIGCSE Bulletin Volume 41, Issue 1
SIGCSE '09
March 2009
553 pages
ISSN:0097-8418
DOI:10.1145/1539024
Issue’s Table of Contents

Copyright © 2009 ACM.

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Published: 04 March 2009

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Cited By

Armoni MGal-Ezer J(2023)Computer Science Education Research in IsraelPast, Present and Future of Computing Education Research10.1007/978-3-031-25336-2_18(395-420)Online publication date: 18-Apr-2023
https://doi.org/10.1007/978-3-031-25336-2_18
Gokhale A(2018)Measuring students' attitudes toward information technologyJournal of Computing Sciences in Colleges10.5555/3199572.319958633:4(101-102)Online publication date: 1-Apr-2018
https://dl.acm.org/doi/10.5555/3199572.3199586
Tennyson MBeck M(2018)A study of knowledge retention in introductory programming coursesJournal of Computing Sciences in Colleges10.5555/3199572.319957433:4(13-20)Online publication date: 1-Apr-2018
https://dl.acm.org/doi/10.5555/3199572.3199574
Luxton-Reilly ASimon Albluwi IBecker BGiannakos MKumar AOtt LPaterson JScott MSheard JSzabo CRößling GScharlau B(2018)Introductory programming: a systematic literature reviewProceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education10.1145/3293881.3295779(55-106)Online publication date: 2-Jul-2018
https://dl.acm.org/doi/10.1145/3293881.3295779
McArdle EHoldsworth JLee I(2013)Assessing the usability of students object-oriented language with first-year IT studentsProceedings of the 25th Australian Computer-Human Interaction Conference: Augmentation, Application, Innovation, Collaboration10.1145/2541016.2541036(181-188)Online publication date: 25-Nov-2013
https://dl.acm.org/doi/10.1145/2541016.2541036
Liberman NBeeri CBen-David Kolikant Y(2011)Difficulties in Learning Inheritance and PolymorphismACM Transactions on Computing Education10.1145/1921607.192161111:1(1-23)Online publication date: 1-Feb-2011
https://dl.acm.org/doi/10.1145/1921607.1921611
Hertz MLewandowski GWolfman SCortina TWalker E(2010)What do "CS1" and "CS2" mean?Proceedings of the 41st ACM technical symposium on Computer science education10.1145/1734263.1734335(199-203)Online publication date: 10-Mar-2010
https://dl.acm.org/doi/10.1145/1734263.1734335
Ficocelli LGregg DCasperson D(2011)Coping with Java as the core CS educational languageProceedings of the 16th Western Canadian Conference on Computing Education10.1145/1989622.1989632(38-42)Online publication date: 6-May-2011
https://dl.acm.org/doi/10.1145/1989622.1989632
Lee JKester MSchulzrinne HCortina TWalker EKing LMusicant D(2011)Follow the river and you will find the CProceedings of the 42nd ACM technical symposium on Computer science education10.1145/1953163.1953285(411-416)Online publication date: 9-Mar-2011
https://dl.acm.org/doi/10.1145/1953163.1953285

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