Clusters of Solvers' Behavior Patterns among Beginners and Non-Beginners and Their Changes during an Introductory Programming Course
Saved in:
| Title: | Clusters of Solvers' Behavior Patterns among Beginners and Non-Beginners and Their Changes during an Introductory Programming Course |
|---|---|
| Language: | English |
| Authors: | Heidi Taveter, Marina Lepp |
| Source: | Informatics in Education. 2025 24(1):199-221. |
| Availability: | Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Behavior Patterns, Novices, Expertise, Programming, Introductory Courses, Problem Solving, Student Characteristics, Multivariate Analysis, Tests, Scores, Troubleshooting |
| ISSN: | 1648-5831 2335-8971 |
| Abstract: | Learning programming has become increasingly popular, with learners from diverse backgrounds and experiences requiring different support. Programming-process analysis helps to identify solver types and needs for assistance. The study examined students' behavior patterns in programming among beginners and non-beginners to identify solver types, assess midterm exam scores' differences, and evaluate the types' persistence. Data from Thonny logs were collected during introductory programming exams in 2022, with sample sizes of 301 and 275. Cluster analysis revealed four solver types: many runs and errors, a large proportion of syntax errors, balance in all features, and a late start with executions. Significant score differences were found in the second midterm exam. The late start of executions characterizes one group with lower performance, and types are impersistent during the first programming course. The findings underscore the importance of teaching debugging early and the need to teach how to program using regular executions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468074 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHJ9Rnu4lBHHUW-5-xQddFsAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEm4K4AJ82ckir8GKwIBEICBmwsTsI6IPQ-AEJzc4Y6Hjur5ojKNvYRA1ugYv5HRLKbsLWQoXs3d3sHbRIvQ2WlATbRz5_32X3lksE6S_iVTLTdv0akIjxDGBIS5izoUpxq2oisXeMjVVt2kXTbGn8WsOv6pNbrYHX-d_af1kCw4qdvolVgcbAWXOf9bBoJOyo83Xx7VWwkKES9_X-E3nfftY7l-U7jgHXhgCm1- Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1468074 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1468074 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Clusters of Solvers' Behavior Patterns among Beginners and Non-Beginners and Their Changes during an Introductory Programming Course – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Heidi+Taveter%22">Heidi Taveter</searchLink><br /><searchLink fieldCode="AR" term="%22Marina+Lepp%22">Marina Lepp</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Informatics+in+Education%22"><i>Informatics in Education</i></searchLink>. 2025 24(1):199-221. – Name: Avail Label: Availability Group: Avail Data: Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 23 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Behavior+Patterns%22">Behavior Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Novices%22">Novices</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+Analysis%22">Multivariate Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Troubleshooting%22">Troubleshooting</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1648-5831<br />2335-8971 – Name: Abstract Label: Abstract Group: Ab Data: Learning programming has become increasingly popular, with learners from diverse backgrounds and experiences requiring different support. Programming-process analysis helps to identify solver types and needs for assistance. The study examined students' behavior patterns in programming among beginners and non-beginners to identify solver types, assess midterm exam scores' differences, and evaluate the types' persistence. Data from Thonny logs were collected during introductory programming exams in 2022, with sample sizes of 301 and 275. Cluster analysis revealed four solver types: many runs and errors, a large proportion of syntax errors, balance in all features, and a late start with executions. Significant score differences were found in the second midterm exam. The late start of executions characterizes one group with lower performance, and types are impersistent during the first programming course. The findings underscore the importance of teaching debugging early and the need to teach how to program using regular executions. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1468074 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1468074 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 199 Subjects: – SubjectFull: Behavior Patterns Type: general – SubjectFull: Novices Type: general – SubjectFull: Expertise Type: general – SubjectFull: Programming Type: general – SubjectFull: Introductory Courses Type: general – SubjectFull: Problem Solving Type: general – SubjectFull: Student Characteristics Type: general – SubjectFull: Multivariate Analysis Type: general – SubjectFull: Tests Type: general – SubjectFull: Scores Type: general – SubjectFull: Troubleshooting Type: general Titles: – TitleFull: Clusters of Solvers' Behavior Patterns among Beginners and Non-Beginners and Their Changes during an Introductory Programming Course Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Heidi Taveter – PersonEntity: Name: NameFull: Marina Lepp IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1648-5831 – Type: issn-electronic Value: 2335-8971 Numbering: – Type: volume Value: 24 – Type: issue Value: 1 Titles: – TitleFull: Informatics in Education Type: main |
| ResultId | 1 |
