Identifying Student Characteristics Influencing Success in Introductory Computer Science Courses

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Abstract
This paper identifies student characteristics influencing success in introductory computer science courses at a small four-year liberal arts college. The primary purpose of this study was to build a simple and practical model to predict success, for purposes of advising students wanting to register for introductory computer courses. Characteristics studied in this investigation included previous computer experience, number of years since high school, and mathematics and verbal proficiency. This study developed a model accounting for 82 % of the variation within student performance as measured by final grade. Results from a stepwise multiple regression on these predictor variables contradict previous studies which concluded that success could not be predicted, and support those studies identifying mathematics proficiency as a dominant factor in computer science success. From these results, a simple linear model was constructed that is used to place incoming freshmen into appropriate computer science and mathematics courses.

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