The ability to articulate strategy as a predictor of programming skill

Simon; Cutts, Q; Haden, P; Sutton, K; Box, I; Hamer, J; Lister, R; Tolhurst, D; Fincher, S; Robins, A; Baker, B; de Raadt, M; Hamilton, M; Petre, M; Tutty, J

The ability to articulate strategy as a predictor of programming skill

Simon Cutts, Q Haden, P Sutton, K Box, I Hamer, J Lister, R

Tolhurst, D Fincher, S Robins, A Baker, B de Raadt, M Hamilton, M Petre, M Tutty, J

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Publication Type:: Journal Article
Citation:: Conferences in Research and Practice in Information Technology Series, 2006, 52 pp. 181 - 188
Issue Date:: 2006-12-01

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Field	Value	Language
dc.contributor.author	Simon	en_US
dc.contributor.author	Cutts, Q	en_US
dc.contributor.author	Haden, P	en_US
dc.contributor.author	Sutton, K	en_US
dc.contributor.author	Box, I	en_US
dc.contributor.author	Hamer, J	en_US
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.contributor.author	Tolhurst, D	en_US
dc.contributor.author	Fincher, S	en_US
dc.contributor.author	Robins, A	en_US
dc.contributor.author	Baker, B	en_US
dc.contributor.author	de Raadt, M	en_US
dc.contributor.author	Hamilton, M	en_US
dc.contributor.author	Petre, M	en_US
dc.contributor.author	Tutty, J	en_US
dc.date.issued	2006-12-01	en_US
dc.identifier.citation	Conferences in Research and Practice in Information Technology Series, 2006, 52 pp. 181 - 188	en_US
dc.identifier.isbn	9781920682347	en_US
dc.identifier.issn	1445-1336	en_US
dc.identifier.uri	http://hdl.handle.net/10453/5043
dc.description.abstract	A multi-national, multi-institutional study investigating introductory programming courses drew on student participants from eleven institutions, mainly in Australasia, during the academic year of 2004. A number of diagnostic tasks were used to explore cognitive, behavioural, and attitudinal factors such as spatial visualisation and reasoning, the ability to articulate strategies for commonplace search and design tasks, and attitudes to studying. This paper reports in detail on the task that required participants to articulate a commonplace search strategy. The results indicate that increasing measures of richness of articulation of a search strategy are associated with higher marks in the course. © 2006, Australian Computer Society, Inc.	en_US
dc.relation.ispartof	Conferences in Research and Practice in Information Technology Series	en_US
dc.title	The ability to articulate strategy as a predictor of programming skill	en_US
dc.type	Journal Article
utslib.citation.volume	52	en_US
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
dc.location.activity	Sydney, Australia
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	52	en_US

Abstract:

A multi-national, multi-institutional study investigating introductory programming courses drew on student participants from eleven institutions, mainly in Australasia, during the academic year of 2004. A number of diagnostic tasks were used to explore cognitive, behavioural, and attitudinal factors such as spatial visualisation and reasoning, the ability to articulate strategies for commonplace search and design tasks, and attitudes to studying. This paper reports in detail on the task that required participants to articulate a commonplace search strategy. The results indicate that increasing measures of richness of articulation of a search strategy are associated with higher marks in the course. © 2006, Australian Computer Society, Inc.

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http://hdl.handle.net/10453/5043