Exploring Relations between Programming Learning Trajectories and Students' Majors
Zhizezhang Gao, Haochen Yan, Yuheng Wu, Can Cui, Yingzhi Zhang, Jun Hong Feng · 2024
Recent advancements in programming education have transformed it from a niche skill into a fundamental requirement across diverse industries, fostering innovation and problem-solving capabilities. An increasing number of non-computer science(CS) students are now engaging in programming learning. However, they often struggle in early programming courses. Numerous studies have explored the relationship between students’ majors and their academic performance to understand the factors influencing their success. Previous studies primarily relied on outcome-based assessments, overlooking the significance of formative evaluations during the learning process. To address this gap, we conducted a study collecting process data from an introductory programming course for freshmen of mixed majors, analyzing learning trajectories using process-oriented methods. Our findings reveal significant differences in score trajectories between CS and non-CS groups, underscoring the need for targeted instructional improvements to enhance non-CS students’ learning experiences.