Contributing to success in an introductory computer science course

Abstract

This study was conducted to determine factors that promote success in an introductory college computer science course. The model included twelve possible predictive factors including math background, attribution for success/failure (luck, effort, difficulty of task, and ability), domain specific self-efficacy, encouragement, comfort level in the course, work style preference, previous programming experience, previous non-programming computer experience, and gender. Subjects included 105 students enrolled in a CS1 introductory computer science course at a midwestern university. The study revealed three predictive factors in the following order of importance: comfort level, math, and attribution to luck for success/failure. Comfort level and math background were found to have a positive influence on success, whereas attribution to luck had a negative influence. The study also revealed by considering the different types of previous computer experiences (including formal programming class, self-initiated programming, internet use, game playing, and productivity software use) that both a formal class in programming and game playing were predictive of success. Formal training had a positive influence and games a negative influence on class grade.