C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia
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2020
Autori
Alves, Luis![](/themes/Miragerfos/images/orcid.png)
Gajić, Dušan
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Rangel Henriques, Pedro
![](/themes/Miragerfos/images/orcid.png)
Ivančević, Vladimir
Ivković, Vladimir
![](/themes/Miragerfos/images/orcid.png)
Lalić, Maksim
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Luković, Ivan
![](/themes/Miragerfos/images/orcid.png)
Varanda Pereira, Maria Joao
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Popov, Srđan
Correia Tavares, Paula
Članak u časopisu (Objavljena verzija)
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Metapodaci
Prikaz svih podataka o dokumentuApstrakt
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 sur...vey 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.
Ključne reči:
student knowledge / student confidence / program visualization / introductory programming / C TutorIzvor:
Computer Applications in Engineering Education, 2020, 28, 5, 1058-1071Izdavač:
- Wiley, Hoboken
Finansiranje / projekti:
- Foundation for Science and Technology, Portugal
- Inteligentni sistemi za razvoj softverskih proizvoda i podršku poslovanja zasnovani na modelima (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-44010)
- Ministarstvo nauke, tehnološkog razvoja i inovacija Republike Srbije, institucionalno finansiranje - 200156 (Univerzitet u Novom Sadu, Fakultet tehničkih nauka) (RS-MESTD-inst-2020-200156)
DOI: 10.1002/cae.22278
ISSN: 1061-3773
WoS: 000541435600001
Scopus: 2-s2.0-85087147460
Institucija/grupa
Fakultet organizacionih naukaTY - JOUR AU - Alves, Luis AU - Gajić, Dušan AU - Rangel Henriques, Pedro AU - Ivančević, Vladimir AU - Ivković, Vladimir AU - Lalić, Maksim AU - Luković, Ivan AU - Varanda Pereira, Maria Joao AU - Popov, Srđan AU - Correia Tavares, Paula PY - 2020 UR - https://rfos.fon.bg.ac.rs/handle/123456789/2093 AB - 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. PB - Wiley, Hoboken T2 - Computer Applications in Engineering Education T1 - C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia EP - 1071 IS - 5 SP - 1058 VL - 28 DO - 10.1002/cae.22278 UR - conv_2329 ER -
@article{ author = "Alves, Luis and Gajić, Dušan and Rangel Henriques, Pedro and Ivančević, Vladimir and Ivković, Vladimir and Lalić, Maksim and Luković, Ivan and Varanda Pereira, Maria Joao and Popov, Srđan and Correia Tavares, Paula", year = "2020", abstract = "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.", publisher = "Wiley, Hoboken", journal = "Computer Applications in Engineering Education", title = "C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia", pages = "1071-1058", number = "5", volume = "28", doi = "10.1002/cae.22278", url = "conv_2329" }
Alves, L., Gajić, D., Rangel Henriques, P., Ivančević, V., Ivković, V., Lalić, M., Luković, I., Varanda Pereira, M. J., Popov, S.,& Correia Tavares, P.. (2020). C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia. in Computer Applications in Engineering Education Wiley, Hoboken., 28(5), 1058-1071. https://doi.org/10.1002/cae.22278 conv_2329
Alves L, Gajić D, Rangel Henriques P, Ivančević V, Ivković V, Lalić M, Luković I, Varanda Pereira MJ, Popov S, Correia Tavares P. C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia. in Computer Applications in Engineering Education. 2020;28(5):1058-1071. doi:10.1002/cae.22278 conv_2329 .
Alves, Luis, Gajić, Dušan, Rangel Henriques, Pedro, Ivančević, Vladimir, Ivković, Vladimir, Lalić, Maksim, Luković, Ivan, Varanda Pereira, Maria Joao, Popov, Srđan, Correia Tavares, Paula, "C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia" in Computer Applications in Engineering Education, 28, no. 5 (2020):1058-1071, https://doi.org/10.1002/cae.22278 ., conv_2329 .