Further evidence of a relationship between explaining, tracing and writing skills in introductory programming

Lister, Ray, Fidge, Colin J., & Teague, Donna M. (2009) Further evidence of a relationship between explaining, tracing and writing skills in introductory programming. In Proceedings of the 2009 ACM SIGCSE Annual Conference on Innovation and Technology in Computer Science Education, Association for Computing Machinery , Paris, France, pp. 161-165.

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This paper reports on a replication of earlier studies into a possible hierarchy of programming skills. In this study, the students from whom data was collected were at a university that had not provided data for earlier studies. Also, the students were taught the programming language Python, which had not been used in earlier studies. Thus this study serves as a test of whether the findings in the earlier studies were specific to certain institutions, student cohorts, and programming languages. Also, we used a non–parametric approach to the analysis, rather than the linear approach of earlier studies. Our results are consistent with the earlier studies. We found that students who cannot trace code usually cannot explain code, and also that students who tend to perform reasonably well at code writing tasks have also usually acquired the ability to both trace code and explain code.

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24 citations in Scopus
4 citations in Web of Science®
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ID Code: 27653
Item Type: Conference Paper
Refereed: Yes
Keywords: Teaching introductory programming, Teaching algorithms and programs, HERN
DOI: 10.1145/1562877.1562930
ISBN: 9781605583815
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Divisions: Past > QUT Faculties & Divisions > Faculty of Science and Technology
Copyright Owner: Copyright 2009 Association for Computing Machinery
Deposited On: 30 Sep 2009 23:23
Last Modified: 29 Feb 2012 13:59

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