The relationship of problem-solving ability and course performance among novice programmers
International Journal of Man-Machine StudiesPublished 1 August 1984
Ronald H. Nowaczyk
Citations39
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TL;DR
The results support the view that individual differences in semantic knowledge of novice programmers are related to performance in the Introductory Programming and Cobol courses.
Abstract
This study attempted to identify those problem-solving skills that predict success for a college student enrolled in a computer science course. During the first week of the course, students enrolled in Introductory Programming, Cobol, or Advanced Computer Science courses completed a form that requested information on previous academic performance, computer programming experience, attitude toward computer science, and personal locus of control. Students also worked seven problems involving either logical operations, algebraic solutions, transformations, or identification of mathematical relationships. Performance on the test form was significantly related to performance in the courses. The results support the view that individual differences in semantic knowledge of novice programmers are related to performance in the Introductory Programming and Cobol courses. The findings are discussed in terms of refinement of the test form and the need for further investigation of the way problems are represented and solved by successful and unsuccessful novice programmers.
Keywords
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