Document Type
Conference Proceeding
Publication Date
2016
Abstract
A recent study about the effectiveness of subgoal labeling in an introductory computer science programming course both supported previous research and produced some puzzling results. In this study, we replicate the experiment with a different student population to determine if the results are repeatable. We also gave the experimental task to students in a follow-on course to explore if they had indeed mastered the programming concept. We found that the previous puzzling results were repeated. In addition, for the novice programmers, we found a statistically significant difference in performance based on whether the student had previous programming courses in high school. However, this performance difference disappears in a follow-on course after all students have taken an introductory computer science programming course. The results of this study have implications for how quickly students are evaluated for mastery of knowledge and how we group students in introductory programming courses.
DOI
https://doi.org/10.1145/2960310.2960330
Recommended Citation
Morrison, Briana B.; Decker, Adrienne; and Margulieux, Lauren, "Learning Loops: A Replication Study Illuminates Impact of HS Courses" (2016). Learning Sciences Faculty Publications. 35.
doi: https://doi.org/10.1145/2960310.2960330
Comments
Author accepted manuscript version of an article published in
Morrison, B. B., Decker, A., & Margulieux, L. E. (2016). Learning loops: A replication study illuminates impact of HS courses. In Proceedings of the Twelfth Annual International Conference on International Computing Education Research (pp. 221-230). New York, NY: ACM. https://doi.org/10.1145/2960310.2960330.