Glenda Barlow-Jones

Problem Solving as a Predictor of Programming Performance

The purpose of this paper is to establish what correlation exists between students’ problem solving ability and their academic performance in 1st-year programming courses. The students’ achievement in the programming courses is specified as the dependent variable and four programming aptitude tests for logical reasoning, non-verbal reasoning, numerical reasoning and verbal logic are specified as the independent variables. The study group consists of 379 students. Our findings show a correlation between students’ logical reasoning, numerical reasoning and verbal logic and performance in computer programming modules. The correlation between students’ non-verbal reasoning and performance in computer programming modules was, however, not significant.

Pre-entry Attributes Thought to Influence the Performance of Students in Computer Programming

This study attempted to isolate seven pre-entry attributes that were thought to influence the performance of students in the module Development Software 1 (programming). The pre-entry attributes included students’ problem solving ability, socio-economic status, educational background, performance in school Mathematics, English language proficiency, digital literacy and previous programming experience. We asked to what extent these pre-entry attributes influence our students’ performance in computer programming. We found a correlation between the problem solving, digital literacy and previous programming experience with performance in programming. No correlation was found between socio-economic status, educational background, Grade 12 Mathematics and English marks with performance in programming.