Self-predicted and actual performance in an introductory programming course.

Denny, P., Dahlstrom, D., Purchase, H.C. , Luxton-Reilly, A. and Hamer, J. (2010) Self-predicted and actual performance in an introductory programming course. In: 15th annual conference on Innovation and Technology in Computer Science Education (ITiCSE 2010), Ankara, Turkey., 26-30 Jun 2010, pp. 118-122. ISBN 9781605587295 (doi: 10.1145/1822090.1822124)

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Students in a large introductory programming course were asked twice to predict their scores on the final exam: once at the beginning of a six-week module, and once at the end. In between, students in only one of the two lecture streams recorded subjective confidence in their answers to individual questions on weekly quizzes. Students' predictions were moderately correlated with their scores. Students who attended more quizzes had not only higher exam scores, but improved their predictions more than those who attended fewer quizzes. Practice recording confidence on individual quiz questions did not yield significantly more improvement in exam predictions. Several findings from previous work are confirmed, including that women were significantly more underconfident than men.

Item Type:Conference Proceedings
Glasgow Author(s) Enlighten ID:Purchase, Dr Helen
Authors: Denny, P., Dahlstrom, D., Purchase, H.C., Luxton-Reilly, A., and Hamer, J.
Subjects:Q Science > QA Mathematics > QA75 Electronic computers. Computer science
L Education > LB Theory and practice of education > LB2300 Higher Education
College/School:College of Science and Engineering > School of Computing Science

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