Abstract
In this work, we study productivity differences in an introductory programming course. Focusing on a set of students who completed all programming
assignments in the course, we quantify differences in productivity, measured through the time spent on completing the assignments. We focus both on the overall time needed to complete all
programming assignments in the course, as well as on time
spent on individual programming assignments. In addition, the
effect of previous programming experience and difficulty of
the programming assignment is considered. Our results show
significant productivity differences between students. In addition, while programming experience influences productivity, a
proportion of students who have never programmed before are
faster in completing the programming assignments than students
with considerable amounts of previous programming experience.
Our results suggest that the classic credit-based or lecture hour
based workload estimates of a course fit poorly to the whole
course population in programming, suggesting that programming
courses and training should be adjusted based on the participant.
assignments in the course, we quantify differences in productivity, measured through the time spent on completing the assignments. We focus both on the overall time needed to complete all
programming assignments in the course, as well as on time
spent on individual programming assignments. In addition, the
effect of previous programming experience and difficulty of
the programming assignment is considered. Our results show
significant productivity differences between students. In addition, while programming experience influences productivity, a
proportion of students who have never programmed before are
faster in completing the programming assignments than students
with considerable amounts of previous programming experience.
Our results suggest that the classic credit-based or lecture hour
based workload estimates of a course fit poorly to the whole
course population in programming, suggesting that programming
courses and training should be adjusted based on the participant.
| Original language | English |
|---|---|
| Title of host publication | 2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings |
| Publisher | IEEE |
| ISBN (Electronic) | 978-1-7281-8961-1 |
| ISBN (Print) | 978-1-7281-8962-8 |
| DOIs | |
| Publication status | Published - 21 Oct 2020 |
| MoE publication type | A4 Article in a conference publication |
| Event | Frontiers in Education Conference - Uppsala, Sweden Duration: 21 Oct 2020 → 24 Oct 2020 https://www.fie2020.org/ |
Publication series
| Name | IEEE Frontiers in Education Conference (FIE) |
|---|---|
| Publisher | IEEE |
| ISSN (Print) | 1539-4565 |
| ISSN (Electronic) | 2377-634X |
Conference
| Conference | Frontiers in Education Conference |
|---|---|
| Abbreviated title | FIE |
| Country/Territory | Sweden |
| City | Uppsala |
| Period | 21/10/2020 → 24/10/2020 |
| Internet address |