The effect of student attributes on success in programming
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Working group reports from ITiCSE on Innovation and technology in computer science education
Code warriors and code-a-phobes: a study in attitude and pair programming
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Adapting multimedia for diverse student learning styles
Journal of Computing Sciences in Colleges
Reflections by teachers learning to program
SAICSIT '03 Proceedings of the 2003 annual research conference of the South African institute of computer scientists and information technologists on Enablement through technology
Self-efficacy and mental models in learning to program
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
The SFC editor a graphical tool for algorithm development
Journal of Computing Sciences in Colleges
Development of a CS0 course at Western New Mexico University
Journal of Computing Sciences in Colleges
Effective design considerations to address hispanic learners in the MIS/CS curriculum
Journal of Computing Sciences in Colleges
RAPTOR: a visual programming environment for teaching algorithmic problem solving
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
Infusing active learning into introductory programming courses
Journal of Computing Sciences in Colleges
Learning styles across the curriculum
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Techniques for active learning in CS courses
Journal of Computing Sciences in Colleges
Accessibility of Analysis of Algorithms: from programming to problem solving
Journal of Computing Sciences in Colleges
Factors affecting the success of non-majors in learning to program
Proceedings of the first international workshop on Computing education research
Personality types, learning styles, and an agile approach to software engineering education
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Using software simulations to teach automata
Journal of Computing Sciences in Colleges
Adopting XP practices for teaching object oriented programming
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
ICSE '07 Proceedings of the 29th international conference on Software Engineering
Through the eyes of instructors: a phenomenographic investigation of student success
Proceedings of the third international workshop on Computing education research
On the efficacy of prerecorded lectures for teaching introductory programming
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
Abstraction ability as an indicator of success for learning computing science?
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Individualizing Tutoring with Learning Style Based Feedback
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Raptor: a visual programming environment for teaching object-oriented programming
Journal of Computing Sciences in Colleges
Learning styles: novices decide
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
Collaborative learning environment with convincing opinions for novice programmers
EE'08 Proceedings of the 5th WSEAS/IASME international conference on Engineering education
Work in progress - using graphical programming languages in the introductory programming course
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
Computer science illustrated: engaging visual aids for computer science education
Proceedings of the 41st ACM technical symposium on Computer science education
Using You Tube to enhance student class preparation in an introductory Java course
Proceedings of the 41st ACM technical symposium on Computer science education
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Also "your" job to learn!: helping students to reflect on their learning progress
Journal of Computing Sciences in Colleges
A solution to support student learning of programming
Proceedings of the Workshop on Open Source and Design of Communication
What students want: a study on the role of the supervisor of final works in computing education
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
Merits and pitfalls of programming learning objects: a pilot study
Proceedings of the 10th International Conference on Advances in Mobile Computing & Multimedia
My students don't learn the way I do
ACE '11 Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114
Development of an interactive learning tool to teach python programming language
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
Information Visualization - Special issue on Best Papers of Visual Analytics Science and Technology (VAST) 2010
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This paper reports on the implication of different preferred learning styles on students' performance in the introductory programming sequence and on work in progress on how to accommodate these different styles.Students were given a learning styles preference test and then their preferred learning styles were compared to their performance on the exam and the practical programming part of the introductory programming module. There were significant differences in performance between groups of students.This result could lead one to two possible conclusions. One might be that some students' learning styles are more suited to learning programming than others.An alternative explanation is that our current methods of teaching advantage students with certain learning preference styles. We are at present in the process of testing this second assumption by providing students with a wider range of learning materials. We will then see if student performance is improved by using our current results as a baseline for comparison