C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia

Detalhes bibliográficos
Autor(a) principal: Alves, Luís
Data de Publicação: 2020
Outros Autores: Gajić, Dušan, Henriques, Pedro Rangel, Ivančević, Vladimir, Ivković, Vladimir, Lalić, Maksim, Luković, Ivan, Pereira, Maria João Varanda, Popov, Srđan, Tavares, Paula Correia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.22/19021
Resumo: Previous research studies on introductory programming courses in engineering education in Portugal and Serbia have indicated that although high motivation and high expectations seem to be reported by students, many students may fail the course. This prompted a further inquiry into student attitudes, behavior, and achievement, and it also led to the introduction of C Tutor, a widely known program visualization tool, into courses in both countries. As a result, in the present study, self-reported student achievement (grades), self-reported student progress (knowledge improvement and confidence), and self-reported usage and helpfulness of C Tutor were investigated. Anonymous data about students and their experience in the course, which also included the usage of C Tutor, were collected in a survey in Portugal and Serbia. Quantitative methods, including descriptive statistics, clustering, statistical testing of independence, and partial correlation analysis, were applied in analyses of survey data. The distribution of grades differed between the two countries, but overall attitudes were similar. Various uncovered patterns involving student attitudes and usage of C Tutor may serve as a starting point for new research studies.
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spelling C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and SerbiaC TutorIntroductory programmingProgram visualizationStudent confidenceStudent knowledgePrevious research studies on introductory programming courses in engineering education in Portugal and Serbia have indicated that although high motivation and high expectations seem to be reported by students, many students may fail the course. This prompted a further inquiry into student attitudes, behavior, and achievement, and it also led to the introduction of C Tutor, a widely known program visualization tool, into courses in both countries. As a result, in the present study, self-reported student achievement (grades), self-reported student progress (knowledge improvement and confidence), and self-reported usage and helpfulness of C Tutor were investigated. Anonymous data about students and their experience in the course, which also included the usage of C Tutor, were collected in a survey in Portugal and Serbia. Quantitative methods, including descriptive statistics, clustering, statistical testing of independence, and partial correlation analysis, were applied in analyses of survey data. The distribution of grades differed between the two countries, but overall attitudes were similar. Various uncovered patterns involving student attitudes and usage of C Tutor may serve as a starting point for new research studies.Foundation for Science and Technology, Portugal; Ministry of Education, Science, and Technological Development, Serbia, Grant/Award Numbers: 451‐03‐1924/2016‐09/53, III‐44010, 451‐03‐68/2020‐14/200156WileyRepositório Científico do Instituto Politécnico do PortoAlves, LuísGajić, DušanHenriques, Pedro RangelIvančević, VladimirIvković, VladimirLalić, MaksimLuković, IvanPereira, Maria João VarandaPopov, SrđanTavares, Paula Correia2021-12-07T15:30:49Z20202020-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/19021engAlves, Luís M.; Gajić, Dušan; Henriques, Pedro; Ivančević, Vladimir; Ivković, Vladimir; Lalić, Maksim; Luković, Ivan; Pereira, Maria João; Popov, Srđan; Tavares, Paula (2020). C Tutor usage in relation to student achievement and progress: a study of introductory programming courses in Portugal and Serbia. Computer Applications in Engineering Education. p.1-1410.1002/cae.22278info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T13:12:46Zoai:recipp.ipp.pt:10400.22/19021Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:39:04.523762Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia
title C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia
spellingShingle C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia
Alves, Luís
C Tutor
Introductory programming
Program visualization
Student confidence
Student knowledge
title_short C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia
title_full C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia
title_fullStr C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia
title_full_unstemmed C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia
title_sort C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia
author Alves, Luís
author_facet Alves, Luís
Gajić, Dušan
Henriques, Pedro Rangel
Ivančević, Vladimir
Ivković, Vladimir
Lalić, Maksim
Luković, Ivan
Pereira, Maria João Varanda
Popov, Srđan
Tavares, Paula Correia
author_role author
author2 Gajić, Dušan
Henriques, Pedro Rangel
Ivančević, Vladimir
Ivković, Vladimir
Lalić, Maksim
Luković, Ivan
Pereira, Maria João Varanda
Popov, Srđan
Tavares, Paula Correia
author2_role author
author
author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Repositório Científico do Instituto Politécnico do Porto
dc.contributor.author.fl_str_mv Alves, Luís
Gajić, Dušan
Henriques, Pedro Rangel
Ivančević, Vladimir
Ivković, Vladimir
Lalić, Maksim
Luković, Ivan
Pereira, Maria João Varanda
Popov, Srđan
Tavares, Paula Correia
dc.subject.por.fl_str_mv C Tutor
Introductory programming
Program visualization
Student confidence
Student knowledge
topic C Tutor
Introductory programming
Program visualization
Student confidence
Student knowledge
description Previous research studies on introductory programming courses in engineering education in Portugal and Serbia have indicated that although high motivation and high expectations seem to be reported by students, many students may fail the course. This prompted a further inquiry into student attitudes, behavior, and achievement, and it also led to the introduction of C Tutor, a widely known program visualization tool, into courses in both countries. As a result, in the present study, self-reported student achievement (grades), self-reported student progress (knowledge improvement and confidence), and self-reported usage and helpfulness of C Tutor were investigated. Anonymous data about students and their experience in the course, which also included the usage of C Tutor, were collected in a survey in Portugal and Serbia. Quantitative methods, including descriptive statistics, clustering, statistical testing of independence, and partial correlation analysis, were applied in analyses of survey data. The distribution of grades differed between the two countries, but overall attitudes were similar. Various uncovered patterns involving student attitudes and usage of C Tutor may serve as a starting point for new research studies.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020-01-01T00:00:00Z
2021-12-07T15:30:49Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.22/19021
url http://hdl.handle.net/10400.22/19021
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Alves, Luís M.; Gajić, Dušan; Henriques, Pedro; Ivančević, Vladimir; Ivković, Vladimir; Lalić, Maksim; Luković, Ivan; Pereira, Maria João; Popov, Srđan; Tavares, Paula (2020). C Tutor usage in relation to student achievement and progress: a study of introductory programming courses in Portugal and Serbia. Computer Applications in Engineering Education. p.1-14
10.1002/cae.22278
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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