Student problem completion and attrition in an introductory programming course

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.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Computer Science

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2024

Author dc:creator

• Whamond, Christopher

Contributors dc:contributor

• Challen, Geoffrey

• Student Attrition
• Programming Homework
• Cs1

Statement dc:rights

• Copyright 2024 Christopher Whamond

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/124529

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F124529