Student motivation and positive impressions of computing subjects
ACSE '00 Proceedings of the Australasian conference on Computing education
Contributing to success in an introductory computer science course: a study of twelve factors
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Predictors of success and failure in a CS1 course
ACM SIGCSE Bulletin
Quantitative analysis of the effects of robots on introductory Computer Science education
Journal on Educational Resources in Computing (JERIC)
Houston, we have a problem: there's a leak in the CS1 affective oxygen tank
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Tracking an innovation in introductory CS education from a research university to a two-year college
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Pair programming improves student retention, confidence, and program quality
Communications of the ACM - Music information retrieval
Bridging the conceptual gap: assessing the impact on student attitudes toward programming
Proceedings of the 38th SIGCSE technical symposium on Computer science education
Mental models and programming aptitude
Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education
Proceedings of the third international workshop on Computing education research
Abstraction ability as an indicator of success for learning computing science?
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Saying isn't necessarily believing: influencing self-theories in computing
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Do LEGO® Mindstorms® motivate students in CS1?
Proceedings of the 40th ACM technical symposium on Computer science education
Understanding computing stereotypes with self-categorization theory
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
Computing in the arts: a model curriculum
Proceedings of the 45th ACM technical symposium on Computer science education
Hi-index | 0.00 |
Fun, interesting, hard, rewarding, and challenging: these are the most frequent responses of 697 students from five institutions at the end of a first programming course. Student experience with introductory programming courses is of interest to the computing education community, especially due to continued decreases in enrollments in computing degree programs. In this study, we explore one direct approach to document students' initial attitudinal experiences with programming by asking them to complete an open-ended question at the end of a first programming course. Based on content-analysis of students' responses, we find that nearly 50% of responses were positive in nature, there is significant difference in the responses of majors and non-majors, and that response characteristics correlate to earned grade in the course. We present preliminary, but inconclusive evidence on the impact of context (e.g., gaming or media computation) in a first programming course. Finally, we propose a multiple-choice question based on the most common student responses for large-scale deployment in computing courses and identify key contextual information that will inform future analysis of that data.