Publication Type:

Conference Paper

Source:

2019 IEEE Global Engineering Education Conference (EDUCON), Volume April-2019, p.867-871 (2019)

URL:

https://ieeexplore.ieee.org/document/8725122

Keywords:

Computational Thinking, Computer bugs, Education, non-textual programming tools, Problem-solving, programming assessment, Programming profession, Rainfall programming problem, Tools

Abstract:

This paper presents an analysis of programming skills of first semester undergraduate computer science & engineering students using Rainfall programming problem. 345 students, in a 2 hour laboratory session, solved the Rainfall programming problem using either (block-based) Scratch or (flowchart-based) Flowgorithm tool. The success rate, in terms of the number of correctly implemented sub-goals, of the students has been analyzed. The possible influence of factors such as the non-texual modality tool, gender difference, school board from which students had their higher secondary education and prior computing experience in their higher secondary stage has been presented. The possible factors for difficulty towards conceiving and implementing the sub-goals has been indicated based on the observations while evaluating the student programs.

Notes:

cited By 0; Conference of 10th IEEE Global Engineering Education Conference, EDUCON 2019 ; Conference Date: 9 April 2019 Through 11 April 2019; Conference Code:148524

Cite this Research Publication

Dr. Thangavelu S., Rao, V., Shyamala, C. K., and Velayutham, C. S., “Introductory Programming Using Non-Textual Modalities - An Empirical Study on Skill Assessment Using Rainfall Problem”, in 2019 IEEE Global Engineering Education Conference (EDUCON), 2019, vol. April-2019, pp. 867-871.