Relationship between perceived problem-solving skills and academic performance of novice learners in introductory programming courses

Veerasamy, A, D'Souza, D, Linden, R and Laakso, M 2019, 'Relationship between perceived problem-solving skills and academic performance of novice learners in introductory programming courses', Journal of Computer Assisted Learning, vol. 35, no. 2, pp. 246-255.


Document type: Journal Article
Collection: Journal Articles

Title Relationship between perceived problem-solving skills and academic performance of novice learners in introductory programming courses
Author(s) Veerasamy, A
D'Souza, D
Linden, R
Laakso, M
Year 2019
Journal name Journal of Computer Assisted Learning
Volume number 35
Issue number 2
Start page 246
End page 255
Total pages 10
Publisher Wiley-Blackwell Publishing
Abstract Past research has shown that student problem-solving skills may be used to determine student final exam performance. This study reports on the relationship between student perceived problem-solving skills and academic performance in introductory programming, in formative and summative programming assessment tasks. We found that the more effective problem solvers achieved better final exam scores. There was no significant difference in formative assessment performances between effective and poor problem solvers. It is also possible to categorize students on the basis of problem-solving skills, in order to exploit opportunities to improve learning around constructivist learning theory. Finally, our study identified transferability skills and the study may be extended to identify the impact of problem solving transfer skills on student problem solving for programming.
Subject Information Systems not elsewhere classified
Keyword(s) assessment tasks
learning transfer
problem-based learning constructive alignment
problem-solving in programming
DOI - identifier 10.1111/jcal.12326
Copyright notice © 2018 John Wiley & Sons
ISSN 0266-4909
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Created: Mon, 29 Apr 2019, 13:04:00 EST by Catalyst Administrator
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