Should we teach students to program?
Communications of the ACM
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Communications of the ACM
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Programming and Problem Solving with C++
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ACM SIGCSE Bulletin
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ACM SIGCSE Bulletin
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This paper describes an investigation of factors that may affect student performance in an introductory computer programming course. The data constituted scores obtained on a test that comprised multiple-choice questions and word programming problems. 96 students enrolled in CS, EE, and MIS majors participated in the study. Performance on the test was examined in respect to the type of test questions, academic major, gender, and type of mathematics background factors. The results of the study indicate that a particular type of mathematical background, namely, having taken two courses, Discrete Mathematics and Calculus, constitutes a significant factor in student performance in the computing course; two Calculus courses do not show the same level of benefits in learning computer programming. In general, the gender and academic major factors were not found to be significant.