Programmed to succeed?: A multi-national, multi-institutional study of introductory programming courses

Abstract

This paper describes a multi-national, multi-institutional study that investigated introductory programming courses. Student participants were drawn from eleven institutions, mainly in Australasia, during the academic year of 2004. A number of diagnostic tasks were used to explore cognitive, behavioural, and attitudinal factors such as spatial visualisation and reasoning, the ability to articulate strategies for common-place search and design tasks, and attitudes to studying. The results indicate that: a deep approach to learning was positively correlated with mark for the course, while a surface approach was negatively correlated; spatial visualisation skills are correlated with success; a progression of map drawing styles identified in the literature has a significant effect with marks; and increasing measures of richness of articulation of a search strategy are also associated with higher marks. Finally, a qualitative analysis of short interviews identified the qualities that students themselves regarded as important to learn programming well.