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  1. Proceedings of the fifth international workshop on Computing education research workshop (ICER '09)
  2. For me, programming is ...
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Comparing effective and ineffective behaviors of student programmers
Learning to teach computer programming
Empirical comparison of objects-first and objects-later
Quality of peer assessment in CS1
Flexible, reusable tools for studying novice programmers
In-service teachers learning of a new paradigm: a case study
Commonsense computing (episode 5): algorithm efficiency and balloon testing
Computer science innovation in Thailand
Coarse-grained detection of student frustration in an introductory programming course
On the nature of student defensiveness: theory and feedback from a software design course
Analysis of research into the teaching and learning of programming
For me, programming is ...
A closer look at tracing, explaining and code writing skills in the novice programmer
Student transformations: are they computer scientists yet?

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For me, programming is ...

Content Provider ACM Digital Library
Author Hanks, Brian Murphy, Laurie Morrison, Briana Simon, Beth McCauley, Renée Zander, Carol
Abstract Fun, interesting, hard, rewarding, and challenging: these are the most frequent responses of 697 students from five institutions at the end of a first programming course. Student experience with introductory programming courses is of interest to the computing education community, especially due to continued decreases in enrollments in computing degree programs. In this study, we explore one direct approach to document students' initial attitudinal experiences with programming by asking them to complete an open-ended question at the end of a first programming course. Based on content-analysis of students' responses, we find that nearly 50% of responses were positive in nature, there is significant difference in the responses of majors and non-majors, and that response characteristics correlate to earned grade in the course. We present preliminary, but inconclusive evidence on the impact of context (e.g., gaming or media computation) in a first programming course. Finally, we propose a multiple-choice question based on the most common student responses for large-scale deployment in computing courses and identify key contextual information that will inform future analysis of that data.
Starting Page 105
Ending Page 116
Page Count 12
File Format PDF
ISBN 9781605586151
DOI 10.1145/1584322.1584335
Language English
Publisher Association for Computing Machinery (ACM)
Publisher Date 2009-08-10
Publisher Place New York
Access Restriction Subscribed
Subject Keyword Cs1 Affective Attitude Introductory programming Novice Multi-institutional
Content Type Text
Resource Type Article
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