Leveraging programming difficulty to improve understanding and perceptions of non-majors

Authors:
Ralph W. Crosby;Stephanie Valentine;Tiffani L. Williams
Affiliations:
Texas A&M University, College Station, Texas;Texas A&M University, College Station, Texas;Texas A&M University, College Station, Texas
Venue:
Journal of Computing Sciences in Colleges
Year:
2014

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Abstract

In this paper, we discuss the benefits of assignment difficulty on student performance and perceptions in an introductory-level non-major programming course. We assessed both performance (how well the students can program) and perceptions (how the students feel about programming) weekly as the students progressed through the semester, though in most detail at the start and end of the course. Our results show that completing challenging course assignments not only improved the students' ability to program, but also improved their perceptions of programming in general. Students repeatedly asserted that their favorite assignments were the most challenging ones because they provided the most satisfaction when completed.