An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers

In this article we quantitatively and qualitatively analyze a sample of novice programmer compilation log data, exploring whether (or how) low-achieving, average, and high-achieving students vary in their grasp of these introductory concepts. High-achieving students self-reported having the easiest...

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Main Author: Rodrigo, Ma. Mercedes T.
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Published: Archīum Ateneo 2014
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Online Access:https://archium.ateneo.edu/discs-faculty-pubs/12
https://journals.sagepub.com/doi/abs/10.2190/EC.49.3.b
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spelling ph-ateneo-arc.discs-faculty-pubs-10112020-01-23T13:57:38Z An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers Rodrigo, Ma. Mercedes T. In this article we quantitatively and qualitatively analyze a sample of novice programmer compilation log data, exploring whether (or how) low-achieving, average, and high-achieving students vary in their grasp of these introductory concepts. High-achieving students self-reported having the easiest time learning the introductory programming topics. In a quantitative analysis, though, high-achieving and average students were: 1) more effective at debugging (on average, as quantified by Jadud's Error Quotient (EQ)) than low-achieving students; and 2) were least confused, as quantified using Lee's confusion metric. However, the differences in EQ and confusion between groups were not statistically significant. This implied that all groups struggled with programming to similar extents. This finding was further supported by was used to delineate two sets of variables. The results indicate that preference for autonomy in computer science learning positively predicts selfefficacy in learning computer science with the strongest coefficient. Computer science learner preference for teacher control is also a positive predictor. However, preference for participation in managing the computer class and preference for depending on the teacher did not play a significant role in the students' self-efficacy in learning computer science. 2014-04-04T07:00:00Z text https://archium.ateneo.edu/discs-faculty-pubs/12 https://journals.sagepub.com/doi/abs/10.2190/EC.49.3.b Department of Information Systems & Computer Science Faculty Publications Archīum Ateneo Computer Sciences
institution Ateneo De Manila University
building Ateneo De Manila University Library
country Philippines
collection archium.Ateneo Institutional Repository
topic Computer Sciences
spellingShingle Computer Sciences
Rodrigo, Ma. Mercedes T.
An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers
description In this article we quantitatively and qualitatively analyze a sample of novice programmer compilation log data, exploring whether (or how) low-achieving, average, and high-achieving students vary in their grasp of these introductory concepts. High-achieving students self-reported having the easiest time learning the introductory programming topics. In a quantitative analysis, though, high-achieving and average students were: 1) more effective at debugging (on average, as quantified by Jadud's Error Quotient (EQ)) than low-achieving students; and 2) were least confused, as quantified using Lee's confusion metric. However, the differences in EQ and confusion between groups were not statistically significant. This implied that all groups struggled with programming to similar extents. This finding was further supported by was used to delineate two sets of variables. The results indicate that preference for autonomy in computer science learning positively predicts selfefficacy in learning computer science with the strongest coefficient. Computer science learner preference for teacher control is also a positive predictor. However, preference for participation in managing the computer class and preference for depending on the teacher did not play a significant role in the students' self-efficacy in learning computer science.
format text
author Rodrigo, Ma. Mercedes T.
author_facet Rodrigo, Ma. Mercedes T.
author_sort Rodrigo, Ma. Mercedes T.
title An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers
title_short An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers
title_full An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers
title_fullStr An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers
title_full_unstemmed An Analysis of Java Programming Behaviors, Affect, Perceptions, and Syntax Errors among Low-Achieving, Average, and High-Achieving Novice Programmers
title_sort analysis of java programming behaviors, affect, perceptions, and syntax errors among low-achieving, average, and high-achieving novice programmers
publisher Archīum Ateneo
publishDate 2014
url https://archium.ateneo.edu/discs-faculty-pubs/12
https://journals.sagepub.com/doi/abs/10.2190/EC.49.3.b
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