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C Tutor Usage in Relation to Student Achievement and Progress: a Study of Introductory Programming Courses in Portugal and Serbia

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C Tutor Usage in Relation to Student Achievement and Progress: a Study of Introductory Programming Courses in Portugal and Serbia Received: 31 December 2019 | Accepted: 22 May 2020 DOI: 10.1002/cae.22278 RESEARCH ARTICLE C Tutor usage in relation to student achievement and progress: A study of introductory programming courses in Portugal and Serbia Luís Alves1 | Dušan Gajić2 | Pedro Rangel Henriques3 | Vladimir Ivančević2 | Vladimir Ivković2 | Maksim Lalić2 | Ivan Luković2 | Maria João Varanda Pereira4 | Srđan Popov2 | Paula Correia Tavares5 1Departamento de Informática e Comunicações, Escola Superior de Abstract Tecnologia e Gestão, Instituto Politécnico Previous research studies on introductory programming courses in engineering de Bragança, Bragança, Portugal education in Portugal and Serbia have indicated that although high motivation 2Department of Computing and Control Engineering, Faculty of Technical Sciences, and high expectations seem to be reported by students, many students may fail University of Novi Sad, Novi Sad, Serbia the course. This prompted a further inquiry into student attitudes, behavior, 3Departamento de Informática, Escola de and achievement, and it also led to the introduction of C Tutor, a widely Engenharia, Universidade do Minho, known program visualization tool, into courses in both countries. As a result, Braga, Portugal in the present study, self‐reported student achievement (grades), self‐reported 4Centro de Investigação em Digitalização e Robótica Inteligente (CeDRI), Escola student progress (knowledge improvement and confidence), and self‐reported Superior de Tecnologia e Gestão, Instituto usage and helpfulness of C Tutor were investigated. Anonymous data about Politécnico de Bragança, Bragança, Portugal students and their experience in the course, which also included the usage of C 5Departamento de Engenharia Informática, Instituto Superior de Tutor, were collected in a survey in Portugal and Serbia. Quantitative methods, Engenharia do Porto, Instituto Politécnico including descriptive statistics, clustering, statistical testing of independence, do Porto, Porto, Portugal and partial correlation analysis, were applied in analyses of survey data. The Correspondence distribution of grades differed between the two countries, but overall attitudes Vladimir Ivančević, Department of were similar. Various uncovered patterns involving student attitudes and usage Computing and Control Engineering, of C Tutor may serve as a starting point for new research studies. Faculty of Technical Sciences, University of Novi Sad, Trg Dositeja Obradovića6, Novi Sad 21000, Serbia. KEYWORDS Email: [email protected] C Tutor, introductory programming, program visualization, student confidence, student knowledge Funding information Foundation for Science and Technology, Portugal; Ministry of Education, Science, and Technological Development, Serbia, Grant/Award Numbers: 451‐03‐1924/2016‐ 09/53, III‐44010, 451‐03‐68/2020‐14/200156 1 | INTRODUCTION was observed that pass rates were rather low in some introductory programming courses [5] and that enrolled Learning programming may be a challenging task, even students generally reported low entrance knowledge [6]. for students at the university level. Within the scope of a These negative trends might have far‐reaching implica- bilateral research project between Portugal and Serbia, it tions, as many struggling students may drop out at the Comput Appl Eng Educ. 2020;1–14. wileyonlinelibrary.com/journal/cae © 2020 Wiley Periodicals LLC | 1 2 | ALVES ET AL. beginning of their studies, or even if they manage to In the present study, student attitudes, behavior, and complete introductory courses, the level of attained achievement were investigated in the context of in- knowledge may be barely sufficient for advanced courses. troductory programming courses in Portugal and Serbia. Such negative outcomes could be disquieting for pro- The following questions were examined: gramming teachers, especially as students in the two countries may start their programming courses with high • What are the overall levels of student achievement? expectations and strong motivation [6]. For these reasons, • How much do students believe that their the research within the bilateral project focused on dee- programming‐related knowledge has improved? per understanding of students and exploration of teach- • How confident do students feel in performing ing and learning methods in introductory programming. programming‐related activities? The initial positive attitude of students towards their • In which setting do students use C Tutor and how helpful studies may not be surprising. In a survey involving first‐ do they consider it to be when learning programming? year engineering students from three higher education institutions in Europe, students generally expressed their The investigation of these questions was conducted confidence in the successful completion of the first year primarily using quantitative methods on data that were of the studies, which may be in disagreement with the self‐reported by students in a survey. The collected survey actual drop out rates at the same institutions [15]. In a data were also explored in search of any major patterns study focusing on introductory computer science (CS), at that may be related to one or more of the posed ques- the end of a course, students commonly reported that tions, especially to those regarding C Tutor. they were confident in their ability to write a program, but an additional inquiry into retention rates uncovered lower retention among students without previous pro- 2 | RELATED WORK gramming experience [55]. Such diverse findings may point to a complex set of associations between student The level of confidence that students possess might affect confidence, entrance knowledge, knowledge improve- their learning and progress. The notion of self‐efficacy, ment during a course, and actual academic achievement. which was developed by Bandura [7], may be especially The observed problems in introductory programming influential in this regard. A positive correlation between courses may also be partially attributed to the peculia- self‐efficacy and performance in a single course was de- rities of the domain, as novice programmers generally tected in a study involving adult learners [14]. In another encounter various difficulties while learning program- correlation analysis, a solid positive relationship was ming [1]. The development of computer‐assisted in- observed between the self‐efficacy of university students struction has resulted in a wide set of resources being at three different levels and their academic performance, available to both students and teachers, who are some- as represented by grade point average (GPA) [46]. A si- times unaware of many freely available software tools milar, but weaker, relationship regarding self‐efficacy that may support learning and teaching. The usefulness and GPA was also reported for undergraduate students of various software tools in programming instruction has from various departments [28]. In a regression analysis of been evaluated in numerous studies, often with positive data about engineering students, GPA was positively re- results [48]. Despite not being always successful in lated to self‐efficacy [22]. practice, programming assistance tools may be promising However, issues concerning student achievement in instruments when devising educational intervention [26], programming may be related to the nature of program- in particular, tools for visualization in programming [40]. ming. Fundamental programming concepts could be too As a result, within the bilateral project, a web‐based abstract and hard to grasp for first‐year students in in- software tool for program visualization (PV), named C troductory CS courses [31,36]. For instance, in a study Tutor [19], was introduced into introductory program- involving teachers with experience in programming ming courses in Portugal and Serbia. C Tutor is a service teaching, the concepts of recursion, pointers, loops, and for visualizing execution of C programs, and it is a part of functions were considered the most problematic [16]. the Python Tutor web environment, which was created in Moreover, in the same study, teachers also pointed out 2010 with support for Python only and has had at least the significance of “making programming visual” for 3.5 million users from more than 180 countries [17–19]. students [16]. On the basis of the assumption that some This tool was chosen because it offers solid code visua- students might benefit from visual representations of lization capabilities for the C language, which is the concepts while building their mental models [35], plenty language used in the courses considered in the project, of tools for algorithm visualization (AV) and PV have and it is both mature and freely available online. emerged [33,45]. ALVES ET AL. | 3 AV tools are primarily focused on illustrating abstract [44], SeeC [21], and INGInious‐C‐Tutor [38]. PlayVisua- concepts of the algorithm itself while leaving out tech- lizerC, which is a more recent web‐based tool for visua- nical details of a particular implementation [20]. There lizing C programs, may help users to more accurately and are several resources offering animated visualization for more promptly answer some questions about program various well‐known algorithms [9,33,45,53,54]. Also, execution, as opposed to SeeC or when not using any plenty of AV tools are designed for some specific subtypes visualization tool at all [23]. of algorithms and concepts in CS theory. There are tools An investigation of introductory
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