ICCE 2023 Learning Outcomes of Computer Programming and Information Technology -Integrated Courses for Non-Computer Science Majors: Case Study of a Public Research University in Taiwan

Che Yu Hsu; Feng Nan Hwang; Tseng Yi Chen; Chia Hui Chang

ICCE 2023 Learning Outcomes of Computer Programming and Information Technology -Integrated Courses for Non-Computer Science Majors: Case Study of a Public Research University in Taiwan

Che Yu Hsu, Feng Nan Hwang, Tseng Yi Chen, Chia Hui Chang

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This study investigates non-CS major students' performance in computer programming and Information Technology-integrated (ITI) courses at a Taiwanese research university. Non-CS students struggle in introductory programming due to syntax and logical thinking limitations, resulting in lower grades compared to advanced programming Similarly, ITI course grades are lower due to subject-specific demands. Gender and entry channels impact outcomes, with females excelling in informal learning. Favorable results are seen in individual applications and Multi-star Projects. Challenges include different learning paces and cultural adjustments. Regression analysis shows Introduction to Computer Programming (ICP), Advanced Computer Programming (ACP) and gender significantly affect ITI performance, explaining 24% of its variance. Recommendations include diverse teaching methods, problem-solving guidance, practical programming, collaboration, and project participation to enhance skills.

Original language	English
Title of host publication	31st International Conference on Computers in Education, ICCE 2023 - Proceedings
Editors	Ju-Ling Shih, Akihiro Kashihara, Weiqin Chen, Weiqin Chen, Hiroaki Ogata, Ryan Baker, Ben Chang, Seb Dianati, Jayakrishnan Madathil, Ahmed Mohamed Fahmy Yousef, Yuqin Yang, Hafed Zarzour
Publisher	Asia-Pacific Society for Computers in Education
Pages	475-477
Number of pages	3
ISBN (Electronic)	9786269689019
State	Published - Dec 2023
Event	31st International Conference on Computers in Education, ICCE 2023 - Matsue, Shimane, Japan Duration: 4 Dec 2023 → 8 Dec 2023

Publication series

Name	31st International Conference on Computers in Education, ICCE 2023 - Proceedings
Volume	1

Conference

Conference	31st International Conference on Computers in Education, ICCE 2023
Country/Territory	Japan
City	Matsue, Shimane
Period	4/12/23 → 8/12/23

Keywords

Computer programming
Information technology-integrated courses
entrance channels
learning outcomes
longitudinal study

Cite this

Hsu, C. Y., Hwang, F. N., Chen, T. Y., & Chang, C. H. (2023). ICCE 2023 Learning Outcomes of Computer Programming and Information Technology -Integrated Courses for Non-Computer Science Majors: Case Study of a Public Research University in Taiwan. In J.-L. Shih, A. Kashihara, W. Chen, W. Chen, H. Ogata, R. Baker, B. Chang, S. Dianati, J. Madathil, A. M. F. Yousef, Y. Yang, & H. Zarzour (Eds.), 31st International Conference on Computers in Education, ICCE 2023 - Proceedings (pp. 475-477). (31st International Conference on Computers in Education, ICCE 2023 - Proceedings; Vol. 1). Asia-Pacific Society for Computers in Education.

Hsu, Che Yu ; Hwang, Feng Nan ; Chen, Tseng Yi et al. / ICCE 2023 Learning Outcomes of Computer Programming and Information Technology -Integrated Courses for Non-Computer Science Majors : Case Study of a Public Research University in Taiwan. 31st International Conference on Computers in Education, ICCE 2023 - Proceedings. editor / Ju-Ling Shih ; Akihiro Kashihara ; Weiqin Chen ; Weiqin Chen ; Hiroaki Ogata ; Ryan Baker ; Ben Chang ; Seb Dianati ; Jayakrishnan Madathil ; Ahmed Mohamed Fahmy Yousef ; Yuqin Yang ; Hafed Zarzour. Asia-Pacific Society for Computers in Education, 2023. pp. 475-477 (31st International Conference on Computers in Education, ICCE 2023 - Proceedings).

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abstract = "This study investigates non-CS major students' performance in computer programming and Information Technology-integrated (ITI) courses at a Taiwanese research university. Non-CS students struggle in introductory programming due to syntax and logical thinking limitations, resulting in lower grades compared to advanced programming Similarly, ITI course grades are lower due to subject-specific demands. Gender and entry channels impact outcomes, with females excelling in informal learning. Favorable results are seen in individual applications and Multi-star Projects. Challenges include different learning paces and cultural adjustments. Regression analysis shows Introduction to Computer Programming (ICP), Advanced Computer Programming (ACP) and gender significantly affect ITI performance, explaining 24% of its variance. Recommendations include diverse teaching methods, problem-solving guidance, practical programming, collaboration, and project participation to enhance skills.",

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author = "Hsu, {Che Yu} and Hwang, {Feng Nan} and Chen, {Tseng Yi} and Chang, {Chia Hui}",

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Hsu, CY, Hwang, FN , Chen, TY & Chang, CH 2023, ICCE 2023 Learning Outcomes of Computer Programming and Information Technology -Integrated Courses for Non-Computer Science Majors: Case Study of a Public Research University in Taiwan. in J-L Shih, A Kashihara, W Chen, W Chen, H Ogata, R Baker, B Chang, S Dianati, J Madathil, AMF Yousef, Y Yang & H Zarzour (eds), 31st International Conference on Computers in Education, ICCE 2023 - Proceedings. 31st International Conference on Computers in Education, ICCE 2023 - Proceedings, vol. 1, Asia-Pacific Society for Computers in Education, pp. 475-477, 31st International Conference on Computers in Education, ICCE 2023, Matsue, Shimane, Japan, 4/12/23.

ICCE 2023 Learning Outcomes of Computer Programming and Information Technology -Integrated Courses for Non-Computer Science Majors: Case Study of a Public Research University in Taiwan. / Hsu, Che Yu; Hwang, Feng Nan ; Chen, Tseng Yi et al.
31st International Conference on Computers in Education, ICCE 2023 - Proceedings. ed. / Ju-Ling Shih; Akihiro Kashihara; Weiqin Chen; Weiqin Chen; Hiroaki Ogata; Ryan Baker; Ben Chang; Seb Dianati; Jayakrishnan Madathil; Ahmed Mohamed Fahmy Yousef; Yuqin Yang; Hafed Zarzour. Asia-Pacific Society for Computers in Education, 2023. p. 475-477 (31st International Conference on Computers in Education, ICCE 2023 - Proceedings; Vol. 1).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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T2 - 31st International Conference on Computers in Education, ICCE 2023

AU - Hsu, Che Yu

AU - Hwang, Feng Nan

AU - Chen, Tseng Yi

AU - Chang, Chia Hui

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N2 - This study investigates non-CS major students' performance in computer programming and Information Technology-integrated (ITI) courses at a Taiwanese research university. Non-CS students struggle in introductory programming due to syntax and logical thinking limitations, resulting in lower grades compared to advanced programming Similarly, ITI course grades are lower due to subject-specific demands. Gender and entry channels impact outcomes, with females excelling in informal learning. Favorable results are seen in individual applications and Multi-star Projects. Challenges include different learning paces and cultural adjustments. Regression analysis shows Introduction to Computer Programming (ICP), Advanced Computer Programming (ACP) and gender significantly affect ITI performance, explaining 24% of its variance. Recommendations include diverse teaching methods, problem-solving guidance, practical programming, collaboration, and project participation to enhance skills.

AB - This study investigates non-CS major students' performance in computer programming and Information Technology-integrated (ITI) courses at a Taiwanese research university. Non-CS students struggle in introductory programming due to syntax and logical thinking limitations, resulting in lower grades compared to advanced programming Similarly, ITI course grades are lower due to subject-specific demands. Gender and entry channels impact outcomes, with females excelling in informal learning. Favorable results are seen in individual applications and Multi-star Projects. Challenges include different learning paces and cultural adjustments. Regression analysis shows Introduction to Computer Programming (ICP), Advanced Computer Programming (ACP) and gender significantly affect ITI performance, explaining 24% of its variance. Recommendations include diverse teaching methods, problem-solving guidance, practical programming, collaboration, and project participation to enhance skills.

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Hsu CY, Hwang FN , Chen TY , Chang CH. ICCE 2023 Learning Outcomes of Computer Programming and Information Technology -Integrated Courses for Non-Computer Science Majors: Case Study of a Public Research University in Taiwan. In Shih JL, Kashihara A, Chen W, Chen W, Ogata H, Baker R, Chang B, Dianati S, Madathil J, Yousef AMF, Yang Y, Zarzour H, editors, 31st International Conference on Computers in Education, ICCE 2023 - Proceedings. Asia-Pacific Society for Computers in Education. 2023. p. 475-477. (31st International Conference on Computers in Education, ICCE 2023 - Proceedings).

ICCE 2023 Learning Outcomes of Computer Programming and Information Technology -Integrated Courses for Non-Computer Science Majors: Case Study of a Public Research University in Taiwan

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Keywords

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