From Visual Arts to Programming: Exploring the Impact on Achievement in Constructionist College CS1 Classes
Oladele O. Campbell, Ismaila Temitayo Sanusi, Harrison Ifeanyichukwu Atagana · 2024
In today's digital era, a diverse and proficient cohort in the computing field is essential for nations to operate, advance, and stay competitive. However, challenges persist in introducing newcomers to computing, particularly in the first programming course (CS1). By exploring the factors affecting student performance in CS1, we can gain valuable insight into the variables influencing student learning and outcomes. This study explored the impact of visual art background on the programming achievements of first-year college CS1 students. Data were collected from two cohorts of CS1 students who participated in quasi-experimental studies conducted at two polytechnics in north-central Nigeria. These students were the treatment groups exposed to Scratch programming according to constructionist pedagogy. The findings indicate that students with visual arts backgrounds consistently outperformed their peers, regardless of gender. Furthermore, the study examined how age and academic achievement levels interact with visual arts proficiency to predict programming success, and found that visual arts proficiency plays a critical role in determining programming achievement, regardless of these demographic factors. Considering these findings, this study offers valuable insights for programming educators to develop inclusive and engaging introductory programming classes. Incorporating engaging visual art concepts and activities into CS0 or pre-college CS curricula could benefit all students, especially those new to computing. Visual art proficiency may also predict programming success, guiding educators to provide additional support.