Abstract Past research has shown that student problem‐solving skills may be used to determine final exam performance. This study reports on the relationship between perceived and academic performance in introductory programming, formative summative programming assessment tasks. We found more effective problem solvers achieved better scores. There was no significant difference performances poor solvers. It is also possible categorize students basis of skills, order exploit opportunities...

This article presents a study aimed at examining the novice student answers in an introductory programming final e-exam to identify misconceptions and types of errors. Our used Delphi concept inventory skill, rule, knowledge-based errors approach made by novices Python programming. The students' responses each question were scrutinized using inventory, heuristic-analytic theory, neo-Piagetian theory cognitive development for qualitative data analysis. Moreover, motivation this exploratory...

This full paper presents results of a model developed using early assessment tasks as predictors to identify at-risk students. To date several studies have been conducted and retain students in computer science courses. However, both researchers teachers long sought understand warning signs for identifying While coursework-based predictive models developed, they need further investigation, due inconsistencies range identified factors techniques employed. classification tree analysis...

Previous studies have proposed many indicators to assess the effect of student engagement in learning and academic achievement but not yet been clearly articulated. In addition, while tracking systems designed, they rely on log data performance data. This paper presents results a non-machine model developed using ongoing formative assessment scores as engagement. Visualisation classification tree is employed for instructors observe intervene with students. The this study showed that related...

In this article, we report the results of impact prior programming knowledge (PPK) on lecture attendance (LA) and subsequent final exam performance in a university level introductory course. This study used Spearman’s rank correlation coefficient, multiple regression, Kruskal–Wallis, Bonferroni correction statistical techniques via SPSS software to analyze student data for academic years 2012, 2013, 2014 test hypotheses. Only LA, PPK, (FE) scores were considered analysis. Research suggests...

In this paper, the correlation between lecture attendance and assessment tasks on final exam performance of introductory programming students has been analyzed to identify if attendance, completion in-class take home formative affects student in examination.In study, only homework exercises class demonstration scores, marks have considered.This study used Spearman's Rank coefficient multiple regression techniques via SPSS software analyze data academic years 2012, 2013 2014 an course test...

This paper presents a Support Vector Machine predictive model to determine if prior programming knowledge and completion of in-class take home formative assessment tasks might be suitable predictors examination performance. Student data from the academic years 2012 - 2016 for an introductory course was captured via ViLLE e-learning tool analysis. The results revealed that student scores in model, is good fit data. However, while overall success significant, predictions on identifying at-risk...

The integration of Information & Communication Technologies (ICT) and Education has been considered the main key to human progress. aim ICT is transfer advances in sciences technology for socio-economic development, industrialization modernization country promote international co-operation bring into a latest achievements world's science technology. institutions are vehicle produce skilled professionals, close gap between developed developing countries. application must be clearly defined...

E. Lokkila, T. Rajala, A. Veerasamy, P. Enges-Pyykönen, M.J. Laakso, SalakoskiUniversity of Turku (FINLAND)