A multi-national study of reading and tracing skills in novice programmers
Working group reports from ITiCSE on Innovation and technology in computer science education
Design process for a non-majors computing course
Proceedings of the 36th 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
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
The repertory grid: "discovering" a 50-year-old research technique
SAICSIT '05 Proceedings of the 2005 annual research conference of the South African institute of computer scientists and information technologists on IT research in developing countries
Failure rates in introductory programming
ACM SIGCSE Bulletin
An exploration of internal factors influencing student learning of programming
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
Teaching and assessing programming strategies explicitly
ACE '09 Proceedings of the Eleventh Australasian Conference on Computing Education - Volume 95
Choosing field methods: a reflection on a RepGrid study
Proceedings of the 6th Nordic Conference on Human-Computer Interaction: Extending Boundaries
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In this paper, the repertory grid is presented as a technique to explore novice programmers' experiences within the context of an action research project. The theoretical and methodological aspects of the technique are discussed. The findings from the technique that combined quantitative and qualitative data analysis methods are provided. These findings relate to the learning process, learning content, and learning support as experienced by the students in an introductory object-oriented programming course. The repertory grid technique is then appraised for its relevance and usefulness to the project, and for its contribution to the diversity of computer science research methods. Insights gained from the use of the technique are shared with the community of computer science educators.