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C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia

2020Journal article Open access
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dc.contributor.authorAlves, Luís
dc.contributor.authorGajić, Dušan
dc.contributor.authorHenriques, Pedro Rangel
dc.contributor.authorIvančević, Vladimir
dc.contributor.authorIvković, Vladimir
dc.contributor.authorLalić, Maksim
dc.contributor.authorLuković, Ivan
dc.contributor.authorPereira, Maria João Varanda
dc.contributor.authorPopov, Srđan
dc.contributor.authorTavares, Paula Correia
dc.date.accessioned2021-12-07T15:30:49Z
dc.date.available2021-12-07T15:30:49Z
dc.date.issued2020
dc.description.abstractPrevious research studies on introductory programming courses in engineering education in Portugal and Serbia have indicated that although high motivation and high expectations seem to be reported by students, many students may fail the course. This prompted a further inquiry into student attitudes, behavior, and achievement, and it also led to the introduction of C Tutor, a widely known program visualization tool, into courses in both countries. As a result, in the present study, self-reported student achievement (grades), self-reported student progress (knowledge improvement and confidence), and self-reported usage and helpfulness of C Tutor were investigated. Anonymous data about students and their experience in the course, which also included the usage of C Tutor, were collected in a survey in Portugal and Serbia. Quantitative methods, including descriptive statistics, clustering, statistical testing of independence, and partial correlation analysis, were applied in analyses of survey data. The distribution of grades differed between the two countries, but overall attitudes were similar. Various uncovered patterns involving student attitudes and usage of C Tutor may serve as a starting point for new research studies.pt_PT
dc.description.sponsorshipFoundation for Science and Technology, Portugal; Ministry of Education, Science, and Technological Development, Serbia, Grant/Award Numbers: 451‐03‐1924/2016‐09/53, III‐44010, 451‐03‐68/2020‐14/200156pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationAlves, Luís M.; Gajić, Dušan; Henriques, Pedro; Ivančević, Vladimir; Ivković, Vladimir; Lalić, Maksim; Luković, Ivan; Pereira, Maria João; Popov, Srđan; Tavares, Paula (2020). C Tutor usage in relation to student achievement and progress: a study of introductory programming courses in Portugal and Serbia. Computer Applications in Engineering Education. p.1-14pt_PT
dc.identifier.doi10.1002/cae.22278pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.22/19021
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherWileypt_PT
dc.relation.publisherversionhttps://onlinelibrary.wiley.com/doi/10.1002/cae.22278pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/pt_PT
dc.subjectC Tutorpt_PT
dc.subjectIntroductory programmingpt_PT
dc.subjectProgram visualizationpt_PT
dc.subjectStudent confidencept_PT
dc.subjectStudent knowledgept_PT
dc.titleC Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbiapt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage1071pt_PT
oaire.citation.issue5pt_PT
oaire.citation.startPage1058pt_PT
oaire.citation.titleComputer Applications in Engineering Educationpt_PT
oaire.citation.volume28pt_PT
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT

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