{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124529"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124529","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Student problem completion and attrition in an introductory programming course","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_has_math":false,"creators":["Whamond, Christopher"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Computer Science","degree_department":null,"school":null,"contributors":["Challen, Geoffrey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:02Z","subjects":["Student Attrition","Programming Homework","Cs1"],"languages":["en","eng"],"rights":["Copyright 2024 Christopher Whamond"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124529","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Challen, Geoffrey"]},{"key":"dc:creator","label":"Author","values":["Whamond, Christopher"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-16"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Computer Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Student Attrition","Programming Homework","Cs1"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Christopher Whamond"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124529"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Christopher Whamond, accepted the attached license on 2024-04-15 at 10:49.","The student, Christopher Whamond, submitted this Thesis for approval on 2024-04-15 at 10:51.","This Thesis was approved for publication on 2024-04-16 at 16:12.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20406 on 2024-09-16 at 00:43:42","Student data offers teachers at any level unprecedented insight into student performance, course engagement, and other patterns that allow for effective course management. To administer a large, asynchronous, introductory computer science course, the staff of CS 124 at the University of Illinois at Urbana-Champaign are able to craft course policy and direct resources to students more effectively with an understanding of key factors that contribute to student success, or indicators that may precede attrition. Through an analysis of Fall 2023 homework, assessment, and attrition data, this work identifies a number of relationship and patterns which may be leveraged in course of CS 124 administration to improve student outcomes. The expected importance of homework completion to student success is supported statistically, as are the degrees to which late enrollment, attempting multiple problems within a single day, and starting problems late may suggest a higher rate of student attrition. The results of these analyses are synthesized into a discussion of potential avenues for course management decisions that could be used to increase rates of homework completion, use homework completion as a flag for struggling students, and communicate these relationships to students as a means of encouraging success."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Student problem completion and attrition in an introductory programming course"]}]}],"canonical_facts":{"dc:contributor":["Challen, Geoffrey"],"dc:creator":["Whamond, Christopher"],"dc:date":["2024-05","2024-04-16"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Christopher Whamond, accepted the attached license on 2024-04-15 at 10:49.","The student, Christopher Whamond, submitted this Thesis for approval on 2024-04-15 at 10:51.","This Thesis was approved for publication on 2024-04-16 at 16:12.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20406 on 2024-09-16 at 00:43:42","Student data offers teachers at any level unprecedented insight into student performance, course engagement, and other patterns that allow for effective course management. To administer a large, asynchronous, introductory computer science course, the staff of CS 124 at the University of Illinois at Urbana-Champaign are able to craft course policy and direct resources to students more effectively with an understanding of key factors that contribute to student success, or indicators that may precede attrition. Through an analysis of Fall 2023 homework, assessment, and attrition data, this work identifies a number of relationship and patterns which may be leveraged in course of CS 124 administration to improve student outcomes. The expected importance of homework completion to student success is supported statistically, as are the degrees to which late enrollment, attempting multiple problems within a single day, and starting problems late may suggest a higher rate of student attrition. The results of these analyses are synthesized into a discussion of potential avenues for course management decisions that could be used to increase rates of homework completion, use homework completion as a flag for struggling students, and communicate these relationships to students as a means of encouraging success."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124529"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Christopher Whamond"],"dc:subject":["Student Attrition","Programming Homework","Cs1"],"dc:title":["Student problem completion and attrition in an introductory programming course"],"dc:type":["text"],"thesis:degree_discipline":["Computer Science"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}