Abstract
AbstractThis study examined the relationship between high school computer experience and university achievement in introductory computer science. Achievement was analyzed in terms of both the amount of high school computer science instruction and the degree of emphasis on structured programming in high school. A sample of 117 students in an introductory computer science course was pretested and all subsequent course examination scores were monitored. Neither amount of computer science nor emphasis on structured programming in high school had any measurable effect on university examination achievement. Students with less high school experience were more likely to withdraw from the university course.
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