Li, Z., & Chen, Y. W. (2020, June), Not Standing at the Same Starting Line: Investigation of Prior Programming Experience on Student Performance in an Introductory Programming Course in ECE  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34999

\bibitem{asee_peer_34999}
  Li, Z., \& Chen, Y. W. (2020, June), \emph{Not Standing at the Same Starting Line: Investigation of Prior Programming Experience on Student Performance in an Introductory Programming Course in ECE}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34999

Ziyue Li and Yuting W. Chen.  "Not Standing at the Same Starting Line: Investigation of Prior Programming Experience on Student Performance in an Introductory Programming Course in ECE".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34999 Internet.  26 Dec, 2024

\bibitem{asee_peer_34999}
  Ziyue Li and Yuting W. Chen.
  "Not Standing at the Same Starting Line: Investigation of Prior Programming Experience on Student Performance in an Introductory Programming Course in ECE".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34999 Internet.  26 Dec, 2024

@INPROCEEDINGS{asee_peer_34999
author = "Ziyue Li and Yuting W. Chen"
title = "Not Standing at the Same Starting Line: Investigation of Prior Programming Experience on Student Performance in an Introductory Programming Course in ECE"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34999}
number = {10.18260/1-2--34999}
}

TY  - CPAPER
AB  - There have been a good number of studies on computer preparedness of incoming engineering students, but majority of them focus on simply having access to computers. As personal computers are becoming more and more prevalent, this information alone can no longer pinpoint the difference observed in programming readiness among students. A few studies have shown that students with prior programming experience have an initial advantage in introductory programming courses. This paper investigates the relevance of the abovementioned statement in a sophomore level introductory programming course in ECE at a public research university. We look at the number of years of prior programming experience students have upon entering the course and the impact it has on their performance. In particular, we are interested to understand whether the advantage from prior experience is profound only for some parts of the course or throughout the course. Four semesters of data are collected and analyzed, which include over 900 students who have completed the course. Students are categorized into four groups by number of years of prior programming experience, from less than 1 year to more than 3 years. A one-way ANOVA test is used to determine whether there is any statistically significant difference between groups in terms of performance on the following components of the course: programming assignments, computer-based quizzes, and paper exams. A Bonferroni post-hoc test is then applied to determine between which groups such difference exists. Literature has shown that women are less likely than men to enroll in high school programming classes and students from lower socioeconomic status schools have limited resource to learn programming. We hope the result of this study will provide insights on advising freshmen in ECE on preparation for the first programming course in the major, which in turn could help improve the retention rates of under-represented and under-privileged students.
AU  - Ziyue Li
AU  - Yuting W. Chen
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Not Standing at the Same Starting Line: Investigation of Prior Programming Experience on Student Performance in an Introductory Programming Course in ECE
UR  - https://peer.asee.org/34999
DO  - 10.18260/1-2--34999
ER  -