Examining the Role of Self-regulated Learning on Introductory Programming Performance

Bergin, Susan. and Reilly, Ronan and Traynor, Desmond (2005) Examining the Role of Self-regulated Learning on Introductory Programming Performance. [Conference Proceedings]

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Official URL: http://doi.acm.org/10.1145/1089786.1089794;

Abstract

The purpose of this study was to investigate the relationship between self-regulated learning (SRL) and introductory programming performance. Participants were undergraduate students enrolled in an introductory computer programming module at a third-level (post-high school) institution. The instrument used in this study was designed to assess the motivations and learning strategies (cognitive, metacognitive and resource management strategies) of college students. The data gathered was analyzed to determine if a relationship existed between self-regulation and programming performance and investigate if SRL could be used to predict performance on the module. The study found that students who perform well in programming use more metacognitive and resource management strategies than lower performing students. In addition, students who have high levels of intrinsic motivation and task value perform better in programming and use more metacognitive and resource management strategies than students with low levels of intrinsic motivation and task value. Finally, a regression model based on cognitive, metacognitive and resource management strategies was able to account for 45% of the variance in programming performance results.

Item Type: Conference Proceedings
Uncontrolled Keywords: CS1; predictors; programming; self-regulated learning
Depositing User: National Forum
Date Deposited: 29 Nov 2015 17:01
Last Modified: 08 Dec 2015 19:59
URI: http://eprints.teachingandlearning.ie/id/eprint/1773

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