Further evidence of a relationship between explaining, tracing and writing skills in introductory programming

Lister, R; Fidge, C; Teague, D

Further evidence of a relationship between explaining, tracing and writing skills in introductory programming

Lister, R

Fidge, C Teague, D

Permalink

Publication Type:: Conference Proceeding
Citation:: Proceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE, 2009, pp. 161 - 165
Issue Date:: 2009-12-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download full textAdobe PDF (426.04 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.contributor.author	Fidge, C	en_US
dc.contributor.author	Teague, D	en_US
dc.date.issued	2009-12-01	en_US
dc.identifier.citation	Proceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE, 2009, pp. 161 - 165	en_US
dc.identifier.isbn	9781605583815	en_US
dc.identifier.uri	http://hdl.handle.net/10453/12063
dc.description.abstract	This paper reports on a replication of earlier studies into a possible hierarchy of programming skills. In this study, the students from whom data was collected were at a university that had not provided data for earlier studies. Also, the students were taught the programming language "Python", which had not been used in earlier studies. Thus this study serves as a test of whether the findings in the earlier studies were specific to certain institutions, student cohorts, and programming languages. Also, we used a non-parametric approach to the analysis, rather than the linear approach of earlier studies. Our results are consistent with the earlier studies. We found that students who cannot trace code usually cannot explain code, and also that students who tend to perform reasonably well at code writing tasks have also usually acquired the ability to both trace code and explain code. © 2009 ACM.	en_US
dc.relation.ispartof	Proceedings of the Conference on Integrating Technology into Computer Science Education, ITiCSE	en_US
dc.relation.isbasedon	10.1145/1562877.1562930	en_US
dc.title	Further evidence of a relationship between explaining, tracing and writing skills in introductory programming	en_US
dc.type	Conference Proceeding
utslib.for	1399 Other Education	en_US
dc.location.activity	Paris, France	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

This paper reports on a replication of earlier studies into a possible hierarchy of programming skills. In this study, the students from whom data was collected were at a university that had not provided data for earlier studies. Also, the students were taught the programming language "Python", which had not been used in earlier studies. Thus this study serves as a test of whether the findings in the earlier studies were specific to certain institutions, student cohorts, and programming languages. Also, we used a non-parametric approach to the analysis, rather than the linear approach of earlier studies. Our results are consistent with the earlier studies. We found that students who cannot trace code usually cannot explain code, and also that students who tend to perform reasonably well at code writing tasks have also usually acquired the ability to both trace code and explain code. © 2009 ACM.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/12063