Design of introducing CS courses to students in different academic fields Articles Review

The first article touched Mixed Approaches technique was introduced in the year 2010 in the Cal Poly Computer Science Department in an attempt to introduce students to basics of computer studies. The article was written in 2018 from 21st to 24th 0f February. It is claimed that every first-year student familiar with computer science, software engineering, and computer engineering undergoes through this course (Wood et al. p. The course is taught in three different programming classes namely: Introduction to programming which is taught in python, introduction to object-oriented programming taught in Java, and introduction to Data structures also taught in Java. This source of information is fully reliable because it supports its claims with researched figures. Surveys and observations are two dominant research methods employed in gathering information. The author is considering conflicting arguments to avoid being biased, this is seen when he acknowledges that students still find CS course hard and tedious.

The article is well written following all procedural requirements and plot, with the arguments easily identified and understood. It is concluded that the course is beneficial to the department by increasing the number of graduates and aiding to change students' attitude towards CS courses. This evidence is relevant with the sense that attitude affects the overall performance of students, however, it is not sufficient because there are other factors that may lead to poor performance, and dropping out of course. It is argued that there is growth in demand for computer science by students in other fields. This growth is challenging the offering of CS courses. It is assumed that non-major students still have an interest in pursuing CS courses. This is seen in the launching of a 3-credit course having several learning approaches taught in python.

The article was prepared between 21st to 24th of February the year 2018. it is claimed that students can perform better when involved in the process of setting assignments. Students are allowed to choose the type of assignment that is appealing to them. These claims are made clear because an assignment administered to all students may not favour all of them equally (Alhazmi, Hamilton, & Thevathayan, 2018, p. This was supported by a study on teachers' understanding which indicated that allowing room for choices improved students' motivation. The error made on this article arises from the fact that students are allowed to choose assignments that appeal to them, here, students are likely to become less competent, less aggressive, and even lazy (Alhazmi, Hamilton, & Thevathayan, 2018, p. Moreover, another approach is done by assessing the effects of pre-exposure to programming on introduction to computer science units.

This publication was made public between 21st to 24th of February the year 2018. Here, claims are made that students pre-exposed to programming generally will tend to perform better in a programming course. it is alleged too that female students pre-exposed to programming perform better than male students in a programming course. This is supported by a relatively higher percentage of students pre-exposed scoring good grades as compared to those who are not. The author did mention drawbacks resulting from variations in certain factors. Fauls committed include assumption that pre-exposure is a sole determinant of performance in programming (Wilcox & Lionelle, 2018, p. The last approach in article four involves the impacts of addressing predetermined ideas on the work of the student as published in this article between 21st to 24th of February 2018. I have clearly claimed that students are able to improve their performance by identifying flaws in their work and reporting it.

Seen when about 66% of students responded positively on the exercise. The author mentioned a lack of understanding of programming language as a major drawback. There are no inconsistencies reported in this article (Gaber & Kirsh, 2018, p. Conclusion Students in CS1 generally performed better, however, those non-major in CS2 tend to perform poorly or even drop out of the course. Students who were allowed to choose assignments that are appealing to them generally performed well because this acted as a motivation to them. The authors dictate that students pre-exposed to programming perform better in programming units. In this article, they repeat past studies that show the difference between pre-exposed students and those that are not. They are further interested in the sex deviations. Their research mainly focuses on two students' groups, one group having been exposed to programming while others have not.

They find that the exposed students are much advantaged at the expense of those who are not exposed in terms of performance. To resolve this, they came up with another course, CS0. They attempt to support students motivationally. They make decisions on the kind of design to be adopted by nonCS majors. They also provide evidence that performance is improved. Lastly, they provide feedback from students collected from surveys. Wilcox, C. Lionelle, A. Quantifying the Benefits of Prior Programming Experience in an Introductory Computer Science Course.  Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE '18. The authors start by outlining how the demand for CS0 courses has been on rising in the previous years. Smith, H. Haungs, M. … DeBruhl, B. Mixed Approaches to CS0.  Proceedings of the 49th ACM Technical Symposium on Computer Science Education - SIGCSE '18.