Performance and consistency in learning to program

Ahadi, A; Lister, R; Lal, S; Leinonen, J; Hellas, A

Performance and consistency in learning to program

Ahadi, A

Lister, R

Lal, S Leinonen, J Hellas, A

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Publication Type:: Conference Proceeding
Citation:: ACM International Conference Proceeding Series, 2017, pp. 11 - 16
Issue Date:: 2017-01-31

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Field	Value	Language
dc.contributor.author	Ahadi, A https://orcid.org/0000-0002-2018-3065	en_US
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.contributor.author	Lal, S	en_US
dc.contributor.author	Leinonen, J	en_US
dc.contributor.author	Hellas, A	en_US
dc.date.available	2020-05-25T19:05:39Z
dc.date.issued	2017-01-31	en_US
dc.identifier.citation	ACM International Conference Proceeding Series, 2017, pp. 11 - 16	en_US
dc.identifier.isbn	9781450348232	en_US
dc.identifier.uri	http://hdl.handle.net/10453/56025
dc.description.abstract	© 2017 ACM. Performance and consistency play a large role in learning. Decreasing the effort that one invests into course work may have short-term benefits such as reduced stress. However, as courses progress, neglected work accumulates and may cause challenges with learning the course content at hand. In this work, we analyze students' performance and consistency with programming assignments in an introductory programming course. We study how performance, when measured through progress in course assignments, evolves throughout the course, study weekly uctuations in students' work consistency, and contrast this with students' performance in the course final exam. Our results indicate that whilst uctuations in students' weekly performance do not distinguish poor performing students from well performing students with a high accuracy, more accurate results can be achieved when focusing on the performance of students on individual assignments which could be used for identifying struggling students who are at risk of dropping out of their studies.	en_US
dc.relation.ispartof	ACM International Conference Proceeding Series	en_US
dc.relation.isbasedon	10.1145/3013499.3013503	en_US
dc.title	Performance and consistency in learning to program	en_US
dc.type	Conference Proceeding
utslib.for	0803 Computer Software	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© 2017 ACM. Performance and consistency play a large role in learning. Decreasing the effort that one invests into course work may have short-term benefits such as reduced stress. However, as courses progress, neglected work accumulates and may cause challenges with learning the course content at hand. In this work, we analyze students' performance and consistency with programming assignments in an introductory programming course. We study how performance, when measured through progress in course assignments, evolves throughout the course, study weekly uctuations in students' work consistency, and contrast this with students' performance in the course final exam. Our results indicate that whilst uctuations in students' weekly performance do not distinguish poor performing students from well performing students with a high accuracy, more accurate results can be achieved when focusing on the performance of students on individual assignments which could be used for identifying struggling students who are at risk of dropping out of their studies.

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http://hdl.handle.net/10453/56025