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New CS1 pedagogies and curriculum, the same success factors?

Authors:

Christine Alvarado,

Cynthia Bailey Lee,

Gary GillespieAuthors Info & Claims

SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science education

Pages 379 - 384

https://doi.org/10.1145/2538862.2538897

Published: 05 March 2014 Publication History

Abstract

New CS1 curricula and pedagogies have resulted in many positive outcomes over the last several years including lower fail rates and increased long-term retention. Given these positive outcomes, the question becomes how much do the traditional factors of prior experience and confidence still play a role in students' performance in and attitudes about these courses' Furthermore, given that increasingly recommended collaborative pedagogies (e.g. pair programming) force students to interact with their peers for a large percentage of their work in the class, how much does the confidence of their peers affect their own attitudes and performance? This paper presents a study investigating these questions. We find that prior experience and confidence still predict success, but only for some students. We also find that student confidence levels have little to no impact on the attitudes and performance of their peers.

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Cited By

Sibia NBui GWang BTan YZavaleta Bernuy ABauer CWilliams JLiut MPetersen AStephenson BStone JBattestilli LRebelsky SShoop L(2024)Examining Intention to Major in Computer Science: Perceived Potential and ChallengesProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630843(1237-1243)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630843
Salguero AVillegas Molina IElizabeth Margulieux LCutts QPorter LStephenson BStone JBattestilli LRebelsky SShoop L(2024)Applying CS0/CS1 Student Success Factors and Outcomes to Biggs' 3P Educational ModelProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630781(1168-1174)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630781
Salguero A(2023)Establishing an Empirical Foundation for a Theory of Student Learning and Success in CS1Proceedings of the 2023 ACM Conference on International Computing Education Research - Volume 210.1145/3568812.3603444(52-54)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568812.3603444

Index Terms

New CS1 pedagogies and curriculum, the same success factors?
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Published In

cover image ACM Conferences

SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science education

March 2014

800 pages

ISBN:9781450326056

DOI:10.1145/2538862

Conference Chairs:
J. D. Dougherty
J.D. Dougherty, Haverford College
,
Kris Nagel
Georgia Gwinnett College
,
Program Chairs:
Adrienne Decker
Rochester Institute of Technology
,
Kurt Eiselt
University of British Columbia

Copyright © 2014 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

New York, NY, United States

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Published: 05 March 2014

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SIGCSE '14: The 45th ACM Technical Symposium on Computer Science Education

March 5 - 8, 2014

Georgia, Atlanta, USA

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SIGCSE '14 Paper Acceptance Rate 108 of 274 submissions, 39%;

Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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Cited By

Sibia NBui GWang BTan YZavaleta Bernuy ABauer CWilliams JLiut MPetersen AStephenson BStone JBattestilli LRebelsky SShoop L(2024)Examining Intention to Major in Computer Science: Perceived Potential and ChallengesProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630843(1237-1243)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630843
Salguero AVillegas Molina IElizabeth Margulieux LCutts QPorter LStephenson BStone JBattestilli LRebelsky SShoop L(2024)Applying CS0/CS1 Student Success Factors and Outcomes to Biggs' 3P Educational ModelProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630781(1168-1174)Online publication date: 7-Mar-2024
https://dl.acm.org/doi/10.1145/3626252.3630781
Salguero A(2023)Establishing an Empirical Foundation for a Theory of Student Learning and Success in CS1Proceedings of the 2023 ACM Conference on International Computing Education Research - Volume 210.1145/3568812.3603444(52-54)Online publication date: 7-Aug-2023
https://dl.acm.org/doi/10.1145/3568812.3603444
Alvarado CUmbelino GMinnes M(2018)The persistent effect of pre-college computing experience on college CS course gradesACM Inroads10.1145/32105519:2(58-64)Online publication date: 27-Apr-2018
https://dl.acm.org/doi/10.1145/3210551

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