The effect of a preliminary programming and problem solving course on performance in a traditional programming course for computer science majors

Abstract

A preliminary PASCAL course which emphasized problem solving was designed for incoming computer science majors who were identified as being at risk. In addition, students in the required PASCAL course could transfer back to the preliminary course prior to the administration of the first examination. Students in the preliminary course were paired with comparable freshman majors from the preceeding academic year. Paired t-tests revealed significantly higher grades in the required course for those students who had previously completed the preliminary course. The preliminary course also served as a filter; approximately 43% of the students did not subsequently attempt the required course. Sex differences in persistence were also noted.