The impact of prior experience in an information technology programming course sequence

ABSTRACT

Like most computing departments, the Information Technology (IT) Department of the Golisano College of Computing and Information Sciences (GCCIS) at Rochester Institute of Technology (RIT) offers an introductory programming sequence. Students typically spend their first three quarters completing the sequence. We have found that students enter the sequence with varying degrees of experience ranging from none at all to significant programming experience. Those with previous exposure to programming could have received this experience in many different ways: programming courses in high school, programming that is tangential to other high school courses, clubs, self study, and work experience.A survey was conducted on 159 students starting the sequence. We analyzed the survey results and the students' performance in the courses to investigate the effects of prior programming experience. Specifically, did students who had prior programming experience demonstrate stronger performance throughout the sequence than their counterparts? This paper discusses the course content across the sequence, the format of the study and the study results.

REFERENCES

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INDEX TERMS

Primary Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education
          Subjects: Computer science education

Additional Classification:
  K. Computing Milieux
  K.3 COMPUTERS AND EDUCATION
      K.3.2 Computer and Information Science Education
          Subjects: Information systems education; Curriculum

General Terms:
Measurement, Performance

Keywords:
Java, information technology education, programming, programming experience, teaching