Article

A study of the impact of student background and preparedness on outcomes in CS I

Authors:

Malcolm Morrison,

Timothy S. NewmanAuthors Info & Claims

SIGCSE '01: Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education

Pages 179 - 183

https://doi.org/10.1145/364447.364580

Published: 01 February 2001 Publication History

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Abstract

A study that assesses the significance of student background characteristics on outcomes in a depth-first CS I course is presented. The study was conducted over a two-year period and involved more than 400 students in fourteen different course sections taught by eight different instructors in a CSAC-accredited program. In this paper, focus is on the impact of prior programming courses on CS I outcomes. In particular, the impact of the prior course's programming language and provider is reported.

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Feklistova LLepp MLuik P(2021)Learners’ Performance in a MOOC on ProgrammingEducation Sciences10.3390/educsci1109052111:9(521)Online publication date: 8-Sep-2021
https://doi.org/10.3390/educsci11090521
Lajis ANasir HAziz N(2018)Proposed Assessment Framework Based on Bloom Taxonomy Cognitive CompetencyProceedings of the 2018 7th International Conference on Software and Computer Applications10.1145/3185089.3185149(97-101)Online publication date: 8-Feb-2018
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Gil Fonseca NMacedo LMendes ABarnes TGarcia DHawthorne EPérez-Quiñones M(2018)Supporting Differentiated Instruction in Programming Courses through Permanent Progress MonitoringProceedings of the 49th ACM Technical Symposium on Computer Science Education10.1145/3159450.3159578(209-214)Online publication date: 21-Feb-2018
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A study of the impact of student background and preparedness on outcomes in CS I

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Published In

SIGCSE '01: Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education

February 2001

456 pages

ISBN:1581133294

DOI:10.1145/364447

Chairmen:
Henry Walker
Grinnell College
,
Renée McCauley
College of Charleston
,
Judith Gersting
Univ. of Hawaii at Hilo
,
Ingrid Russell
Univ. of Hartford

ACM SIGCSE Bulletin Volume 33, Issue 1
March 2001
432 pages
ISSN:0097-8418
DOI:10.1145/366413
Editor:
John Impagliazzo
103 Hofstra Univ., Hempstead, NY
Issue’s Table of Contents

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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Association for Computing Machinery

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Published: 01 February 2001

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SIGCSE01: 32nd SIGCSE Technical Symposium on Computer Science Education

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SIGCSE '01 Paper Acceptance Rate 78 of 225 submissions, 35%;

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

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Feklistova LLepp MLuik P(2021)Learners’ Performance in a MOOC on ProgrammingEducation Sciences10.3390/educsci1109052111:9(521)Online publication date: 8-Sep-2021
https://doi.org/10.3390/educsci11090521
Lajis ANasir HAziz N(2018)Proposed Assessment Framework Based on Bloom Taxonomy Cognitive CompetencyProceedings of the 2018 7th International Conference on Software and Computer Applications10.1145/3185089.3185149(97-101)Online publication date: 8-Feb-2018
https://dl.acm.org/doi/10.1145/3185089.3185149
Gil Fonseca NMacedo LMendes ABarnes TGarcia DHawthorne EPérez-Quiñones M(2018)Supporting Differentiated Instruction in Programming Courses through Permanent Progress MonitoringProceedings of the 49th ACM Technical Symposium on Computer Science Education10.1145/3159450.3159578(209-214)Online publication date: 21-Feb-2018
https://dl.acm.org/doi/10.1145/3159450.3159578
Chen CHaduong PBrennan KSonnert GSadler P(2018)The effects of first programming language on college students’ computing attitude and achievement: a comparison of graphical and textual languagesComputer Science Education10.1080/08993408.2018.1547564(1-26)Online publication date: 15-Nov-2018
https://doi.org/10.1080/08993408.2018.1547564
Barker NHarris L(2015)Does taking a computer application course correlate with better grades in other general education courses?Journal of Computing Sciences in Colleges10.5555/2831432.283143631:2(25-31)Online publication date: 1-Dec-2015
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Newhall TMeeden LDanner ASoni ARuiz FWicentowski RDougherty JNagel KDecker AEiselt K(2014)A support program for introductory CS courses that improves student performance and retains students from underrepresented groupsProceedings of the 45th ACM technical symposium on Computer science education10.1145/2538862.2538923(433-438)Online publication date: 5-Mar-2014
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Marshall L(2013)Leveraging online courses to increase student success in a Computer Science degreeProceedings of the 3rd Computer Science Education Research Conference on Computer Science Education Research10.5555/2541917.2541918(9-16)Online publication date: 4-Apr-2013
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Coarfa CDruschel PWallach D(2006)Performance analysis of TLS Web serversACM Transactions on Computer Systems10.1145/1124153.112415524:1(39-69)Online publication date: 1-Feb-2006
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