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dc.contributor.author Thomas, Lynda
dc.contributor.author Woodbury, John
dc.contributor.author Jarman, E.
dc.contributor.author Ratcliffe, Mark
dc.date.accessioned 2008-09-26T14:06:12Z
dc.date.available 2008-09-26T14:06:12Z
dc.date.issued 2002-03
dc.identifier.citation Thomas , L , Woodbury , J , Jarman , E & Ratcliffe , M 2002 , ' Learning styles and performance in the introductory programming sequence ' pp. 33-37 . en
dc.identifier.other PURE: 77790
dc.identifier.other dspace: 2160/659
dc.identifier.uri http://hdl.handle.net/2160/659
dc.identifier.uri http://doi.acm.org/10.1145/563517.563352 en
dc.description Thomas, L., Ratcliffe, M., Woodbury, J., and Jarman, E. 2002. Learning styles and performance in the introductory programming sequence. SIGCSE Bull. 34, 1 (Mar. 2002), 33-37. en
dc.description.abstract This paper reports on the implication of different preferred learning styles on students' performance in the introductory programming sequence and on work in progress on how to accommodate these different styles.Students were given a learning styles preference test and then their preferred learning styles were compared to their performance on the exam and the practical programming part of the introductory programming module. There were significant differences in performance between groups of students.This result could lead one to two possible conclusions. One might be that some students' learning styles are more suited to learning programming than others.An alternative explanation is that our current methods of teaching advantage students with certain learning preference styles. We are at present in the process of testing this second assumption by providing students with a wider range of learning materials. We will then see if student performance is improved by using our current results as a baseline for comparison en
dc.format.extent 5 en
dc.language.iso eng
dc.relation.ispartof en
dc.title Learning styles and performance in the introductory programming sequence en
dc.type Text en
dc.type.publicationtype Conference paper en
dc.contributor.institution Department of Computer Science en
dc.contributor.institution Software Engineering en
dc.description.status Non peer reviewed en


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