Contributing to success in an introductory computer science course: a study of twelve factors
Contributing to success in an introductory computer science course: a study of twelve factors
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有助于计算机科学入门课程的成功：十二个因素的研究
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
S. Shrock
中科院分区：
文献类型：
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作者：
B. Wilson;S. Shrock
本研究旨在确定促进大学计算机科学入门课程成功的因素。该模型包括12个可能的预测因素，包括数学背景、成功/失败的归因（运气、努力、任务难度和能力）、领域特定自我效能、鼓励、课程舒适度、工作风格偏好、以前的编程经验、以前的非编程计算机经验和性别。研究对象包括105名参加中西部一所大学CS1计算机科学入门课程的学生。该研究揭示了以下三个预测因素的重要性：舒适度，数学和归因于运气的成功/失败。研究发现，舒适程度和数学背景对成功有积极影响，而运气对成功有消极影响。研究还表明，通过考虑不同类型的计算机经验（包括正式编程课程、自主编程、互联网使用、游戏和生产力软件使用），编程和游戏的正式课程都可以预测成功。正规训练对班级成绩有正向影响，游戏对班级成绩有负向影响。
This study was conducted to determine factors that promote success in an introductory college computer science course. The model included twelve possible predictive factors including math background, attribution for success/failure (luck, effort, difficulty of task, and ability), domain specific self-efficacy, encouragement, comfort level in the course, work style preference, previous programming experience, previous non-programming computer experience, and gender. Subjects included 105 students enrolled in a CS1 introductory computer science course at a midwestern university. The study revealed three predictive factors in the following order of importance: comfort level, math, and attribution to luck for success/failure. Comfort level and math background were found to have a positive influence on success, whereas attribution to luck had a negative influence. The study also revealed by considering the different types of previous computer experiences (including formal programming class, self-initiated programming, internet use, game playing, and productivity software use) that both a formal class in programming and game playing were predictive of success. Formal training had a positive influence and games a negative influence on class grade.