Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12188/26747
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dc.contributor.authorSimonen_US
dc.contributor.authorLuxton-Reilly, Andrewen_US
dc.contributor.authorAjanovski, Vangelen_US
dc.contributor.authorFouh, Ericen_US
dc.contributor.authorGonsalvez, Chrisen_US
dc.contributor.authorLeinonen, Juhoen_US
dc.contributor.authorParkinson, Jacken_US
dc.contributor.authorPoole, Matthewen_US
dc.contributor.authorThota, Neenaen_US
dc.date.accessioned2023-06-08T14:06:40Z-
dc.date.available2023-06-08T14:06:40Z-
dc.date.issued2019-07-02-
dc.identifier.urihttp://hdl.handle.net/20.500.12188/26747-
dc.description.abstractVast numbers of publications in computing education begin with the premise that programming is hard to learn and hard to teach. Many papers note that failure rates in computing courses, and particularly in introductory programming courses, are higher than their institutions would like. Two highly distinct research projects have established that average success rates in introductory programming courses world-wide are in the region of 67%. However, there is little published work comparing pass rates in computing courses with those in other STEM disciplines. As institutions continually ask computing educators to justify the atypical failure rates in their courses, a thoroughly researched comparison of this sort could prove useful in demonstrating whether the phenomenon is real, and, if so, whether it extends somewhat beyond the boundaries of individual institutions. This working group will gather information on pass rates in computing courses, particularly introductory programming courses, and in courses at comparable levels in other STEM disciplines. Members of the group will be required to gather the information from their own institutions, and further data will be gathered by way of a broad survey. The data will be analysed to see whether global patterns can be established, and the group will survey the literature to gather and summarise postulated explanations for any difference between pass rates in computing and in other STEM disciplines.en_US
dc.language.isoenen_US
dc.publisherACMen_US
dc.titlePass Rates in STEM Disciplines Including Computingen_US
dc.typeProceeding articleen_US
dc.relation.conferenceProceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Educationen_US
dc.identifier.doi10.1145/3304221.3325532-
dc.identifier.urlhttps://dl.acm.org/doi/pdf/10.1145/3304221.3325532-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptFaculty of Computer Science and Engineering-
Appears in Collections:Faculty of Computer Science and Engineering: Conference papers
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