Toolkits in first year computer science: a pedagogical imperative
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Visualizing programs with Jeliot 3
Proceedings of the working conference on Advanced visual interfaces
Revealing the programming process
Proceedings of the 36th SIGCSE technical symposium on Computer science education
RAPTOR: introducing programming to non-majors with flowcharts
Journal of Computing Sciences in Colleges
A study of the difficulties of novice programmers
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Why students drop out CS1 course?
Proceedings of the second international workshop on Computing education research
Documentation comes to life in computational thinking acquisition with agentsheets
Proceedings of the 11th Brazilian Symposium on Human Factors in Computing Systems
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High dropout rate in first year programming courses is a problem in many universities but the reasons for dropout can be different for different students. Students in first year programming courses may have different backgrounds that can influence what teaching methods are most relevant and the level and rate of the teaching. This paper describes students' attitude towards teaching and learning material in a first year programming course at Reykjavik University in Iceland. In the survey described in this paper, novice students considered the task to divide activity into functions and classes and to find errors in one's own programs to be the most difficult tasks. The most useful tasks were to work on assignments, recordings of teachers lecture and teacher's lectures.