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C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia
Author(s) -
Alves Luís,
Gajić Dušan,
Rangel Henriques Pedro,
Ivančević Vladimir,
Ivković Vladimir,
Lalić Maksim,
Luković Ivan,
Varanda Pereira Maria João,
Popov Srđan,
Correia Tavares Paula
Publication year - 2020
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.22278
Subject(s) - tutor , helpfulness , mathematics education , descriptive statistics , relation (database) , psychology , computer science , statistics , mathematics , social psychology , database
Previous research studies on introductory programming courses in engineering education in Portugal and Serbia have indicated that although high motivation and high expectations seem to be reported by students, many students may fail the course. This prompted a further inquiry into student attitudes, behavior, and achievement, and it also led to the introduction of C Tutor, a widely known program visualization tool, into courses in both countries. As a result, in the present study, self‐reported student achievement (grades), self‐reported student progress (knowledge improvement and confidence), and self‐reported usage and helpfulness of C Tutor were investigated. Anonymous data about students and their experience in the course, which also included the usage of C Tutor, were collected in a survey in Portugal and Serbia. Quantitative methods, including descriptive statistics, clustering, statistical testing of independence, and partial correlation analysis, were applied in analyses of survey data. The distribution of grades differed between the two countries, but overall attitudes were similar. Various uncovered patterns involving student attitudes and usage of C Tutor may serve as a starting point for new research studies.