Performance In Computer Science Research Articles

A Systematic Literature Review of Student Assessment Framework in Software Engineering Courses

Background: Software engineering are courses comprising various project types, including simple assignments completed in supervised settings and more complex tasks undertaken independently by students, without the oversight of a constant teacher or lab assistant. The imperative need arises for a comprehensive assessment framework to validate the fulfillment of learning objectives and facilitate the measurement of student outcomes, particularly in computer science and software engineering. This leads to the delineation of an appropriate assessment structure and pattern. Objective: This study aimed to acquire the expertise required for assessing student performance in computer science and software engineering courses. Methods: A comprehensive literature review spanning from 2012 to October 2021 was conducted, resulting in the identification of 20 papers addressing the assessment framework in software engineering and computer science courses. Specific inclusion and exclusion criteria were meticulously applied in two rounds of assessment to identify the most pertinent studies for this investigation. Results: The results showed multiple methods for assessing software engineering and computer science courses, including the Assessment Matrix, Automatic Assessment, CDIO, Cooperative Thinking, formative and summative assessment, Game, Generative Learning Robot, NIMSAD, SECAT, Self-assessment and Peer-assessment, SonarQube Tools, WRENCH, and SEP-CyLE. Conclusion: The evaluation framework for software engineering and computer science courses required further refinement, ultimately leading to the selection of the most suitable technique, known as learning framework. Keywords: Computer science course, Software engineering course, Student assessment, Systematic literature review

Performance Evaluation of Computer Science Students in Mathematical Courses Over Prgramming Language Courses

Abstract: The low level of performance observed among many computer science students in mathematical and computer programming courses served as the motivation for this work. The prediction of computer science students’ overall performance in mathematical courses over programming courses was done using WEKA and machine learning algorithms. Dataset of students performance from Yaba College of Technology, Lagos, Nigeria and Lagos State Polytechnic, Lagos, Nigeria, for both National Diploma and Higher National Diploma were used. These data set were studied and analyzed using WEKA and Random Forest, J48, Naïve Bayes and Logistic Regression algorithms. The algorithms were applied for the HND and ND dataset and there was comparison based on their accurancy, learning time and percentage of correctly classified instances. This comparison showed that there is direct relation between the execution time in building models and volume of data records. This shows that the predictor did not only predict the number of students that are likely to be in distinction, upper credit, lower credit, pass and fail but also show the relationship between having the knowledge of mathematics and programming language for an overall performance in computer science. The knowledge pattern represented further satisfies the exertion that it is imperative for students to have a standard knowledge of mathematics as this will help in being the best in their chosen profession.

Online Education vs Traditional Education: Analysis of Student Performance in Computer Science using Shapley Additive Explanations

Nowadays, the rapid development of ICT has brought more flexible forms that push the boundaries of classic teaching methodology. This paper is an analysis of online teaching and learning forced by the COVID-19 pandemic, as compared with traditional education approaches. In this regard, we assessed the performance of students studying in the face-to-face, online and hybrid mode for an engineering degree in Computer Science at the Lublin University of Technology during the years 2019-2022. A total of 1827 final test scores were examined using machine learning models and the Shapley additive explanations method. The results show an average increase in performance on final tests scores for students using online and hybrid modes, but the difference did not exceed 10% of the point maximum. Moreover, the students' work had a much higher impact on the final test scores than did the study system and their profile features.

Effects of Instructional Materials (Computer) in Promoting Secondary Schools Students’ Academic Performance in Computer Science in Kebbi State, Nigeria

The study examined the effects of instructional materials in promoting secondary schools students’ academic performance in computer science in Kebbi State, Nigeria. Quasi-experimental with a pretest and post-test, non-equivalent comparison design was adopted. Purposive sampling was used to select two JSS3 intact classes of 31 and 34 students from Government Girls Secondary School Birnin Kebbi and Salamatu Hussaini Girls Secondary School Birnin Kebbi as experimental and control groups respectively to participate in the study. An instrument titled Computer Science Achievement Test (CSAT) was validated by experts and a reliability coefficient of 0.93 was obtained using Kuder Richardson 21 (KR-21). The instrument was used for the pretest and post-test. Two research questions were answered and the hypothesis formulated was tested at a 0.05 level of significance. Data were analyzed using mean and z-test. Findings revealed a significant difference in the academic performance of the students taught using instructional material (computer) and those taught using conventional instruction. In favor of the experimental group (those taught using instructional material (computer)), thus instructional material was found effective. It was recommended that the education board should commit itself to providing relevant and economically enhanced instructional materials to secondary schools and more computers should be provided to schools for effective delivery in the teaching of computer science in secondary schools.

Identification of Student Academic Performance in Computer Science Based on Naive Bayes

Jurusan Teknik Informatika is one of the study programs at UIN Maulana Malik Ibrahim. Based on the current curriculum in Jurusan Teknik Informatika, the curriculum refers to the IEEE/ACM Computer Science Curricula 2013. The IEEE/ACM Computer Science Curricula 2013 has a knowledge area classification, which is mentioned in the curriculum as having 18 knowledge areas. The curriculum used in the current technical study program is formulated and determined from the entire content or collection of knowledge in the IEEE/ACM Computer Science Curricula 2013. In the Jurusan Teknik Informatika curriculum at UIN Malik Ibrahim Malang currently there are 76 subjects, 58 of which are Teknik Informatika subjects and 18 others are general subjects. To identify the academic performance of students it is necessary to classify the curriculum in the Department of Informatics Engineering to the knowledge area in the IEEE / ACM Computer Science Curricula 2013. Classification is done using the Naïve Bayes method by calculating the probability of each course of the knowledge area, after it is done classification, data will appear in the form of subject distribution to the knowledge area. After classification, it is necessary to determine the level of contribution of each course that has spread to the knowledge area. This contribution level is entered into the Joint formula with the value of the student transcript to calculate the student's academic performance. Testing is done by comparing the output in the form of knowledge area with the highest performance produced by the program with input in the form of knowledge area from the expert for each student. This research resulted in an accuracy of 78.95% from the results of twenty times experiment.

Students’ Perceptions on Drug Abuse and Academic Performance in Computer Science and Allied Subjects

Given the high rate of drug abuse in society, this study investigates how much of its knowledge is available to secondary school students. Also evaluated is the perceived effect of drug abuse on their academic achievement in subjects such as Computer science and allied subjects. A questionnaire was developed to obtain the respondents’ opinion with 304 responses analyzed for this study. This research reveals that the majority (97.4%) of students know about drug abuse and the harm it causes to health. The most abused drugs by the students surveyed are Alcohol (5.9%), Tobacco (3.3%), and Marijuana (Indian hemp) (2.3%). The hypotheses tested showed a statistically significant (p<0.05) relationship between the type of school (public/private) a student attends and their tendency to abuse drugs, as well as how much knowledge is possessed by the students. We conclude that the academic performance of students can be negatively influenced by the abuse of drugs.

Gamification and SQL

Gamification, defined as the integration of game elements into non-gaming environments, is a promising approach to increase student engagement, motivation, and performance in Computer Science and Software Engineering education. This viewpoint encouraged the creation of QueryCompetition, a web system that allows students to practice SQL in a competitive environment. Our goal was to obtain empirical evidence on how gamifying elements, such as challenges, points, and leaderboards, integrated into QueryCompetition, affect student performance, motivation, and user experience. We carried out a quasi-experimental study with two groups in a Database course. One group used a gamified version of QueryCompetition having access to points and leaderboards, while the other used a non-gamified version with no access to the above mentioned elements. Quantitative and qualitative data were collected through tests and a survey. The results showed that there was a statistically significant improvement in student performance in the gamified group as compared to the non-gamified group. In addition, a higher motivation was observed in the gamified group. The empirical evidence presented in this article supports the claim that inclusion of challenges, points, and leaderboards, together with the competitive nature of QueryCompetition, impacts positively on student performance and motivation to practice SQL.

Analysis of some factors influencing the performance of college students: An example of Computer Science education

Introduction. In recent years, the structure and content of training of specialists of further education have significantly improved. The increased popularity of the secondary vocational education system is evidenced by the fact that more than half of the Russian teenagers after graduating from the main stage of secondary school become applicants of technical schools and colleges. In order to manage students’ education more effectively, among other measures, it is necessary to diagnose the motivation of enrolled students at the stage of admission to the educational institution and to identify the degree of awareness of their future career choice, as these factors directly depend on the success of educational programmes.The aim of the article was to reveal the trends of influence of students’ results at the Basic State Exam (OGE – the exam, which is taken when finishing education in the 9th (final) form of comprehensive school) on the level of knowledge of Computer Science in colleges and to find out the subjective reasons of students’ preferences for the secondary vocational education system to continue studies and to enter a profession.Methodology and research methods. In the course of the study, a review and generalisation of the content of scientific sources related to the problems of professional choice and training motivation were used. Diagnostics of motivation of college students in Moscow, Moscow region and the regions of Russia was conducted through the methods of testing, surveys and anonymous questioning. Processing of the obtained data was carried out by the methods of correlation, variance and regression analysis; the degree of statistical reliability of the results was evaluated by calculating the Student’s t-test and the Fisher’s F-test.Results and scientific novelty. The authors have calculated the numerical indicators of relationship between students’ academic performance in computer science and the Basic State Exam taking, the reasons for choosing the secondary vocational education and the specialty. Constructed graphs and approximating curves prove the fact that the success degree when learning the certain discipline in college results from the assessment within the discipline taken at the Basic State Exam in school. In the regions of Russia, this factor guarantees a higher level of knowledge on Computer Science – by about 20%, and in the Moscow region – by 10%. The statistics on respondents’ professional orientation were collected. A regression model, demonstrating the impact of students’ motivational attitudes on their training in the subject discipline, is presented. It was found out that the motives “subsequent admission to a specialised university”, “obtaining a profession”, “business attitude to a profession” and “prestige of a profession” have the most positive influence in this context. The variance analysis confirmed the determinism of the learning outcomes by the reasons for the choice of secondary vocational education and profession. It is concluded that the reasons for the low or medium students’ performance include not only their weak motivation for education, but also the state of the entire education system, including the institutions of the Basic State Exam (OGE) and the Unified State Exam (EGE – high school final and university entrance exam taken upon completion of the 11th form), as well as the lack of clear criteria for the admission of applicants to the institutions of secondary vocational education. To get a specific specialty, the desire to study, its informed choice and prestige of profession positively affect students’ learning outcomes in Computer Science education.Practical significance. The research materials can be useful for teachers of secondary vocational education and for specialists involved in career guidance.

Use of Computer-aided Instruction for Effective Teaching and Learning of Physics in Secondary Schools in Makurdi Local Government Area of Benue State

Computers today are widely used to do many computations in a fraction of time; it would take most humans to do. The study is therefore set-up to find out if the use of computer-aided instruction would improve students’ performance in computer science in secondary schools. A quasi-experiment was carried out on forty (40) students from two (2) selected secondary schools in Makurdi Local Government Area of Benue State as sample. A pre-test-post-test method of data collection was adopted. Descriptive statistics was used. The pearson product moment correlation coefficient of internal consistency for conventional teacher oriented method and the computer aided instruction was 0.6231 which is an indication that difference exist between the two groups also from the test analysis and comparison, t¬-critical (t-crit) was greater than t-calculated (t-cal) i.e t-crit 1.73 > t-cal 0.18. Two hypothesis were tested at P0.05 level of significance using t-test analysis. The result of the findings showed that, students who learnt via computer-aided instruction performed better than those who learnt via the conventional teacher oriented instructions or the chalk board method. Also, male students performed better than the female students using computer-aided instruction. It is recommended that, computer-aided instruction should be used in schools to teach various concepts in computer science.

Understanding the advisor–advisee relationship via scholarly data analysis

Advisor–advisee relationship is important in academic networks due to its universality and necessity. Despite the increasing desire to analyze the career of newcomers, however, the outcomes of different collaboration patterns between advisors and advisees remain unknown. The purpose of this paper is to find out the correlation between advisors’ academic characteristics and advisees’ academic performance in Computer Science. Employing both quantitative and qualitative analysis, we find that with the increase of advisors’ academic age, advisees’ performance experiences an initial growth, follows a sustaining stage, and finally ends up with a declining trend. We also discover the phenomenon that accomplished advisors can bring up skilled advisees. We explore the conclusion from two aspects: (1) Advisees mentored by advisors with high academic level have better academic performance than the rest; (2) Advisors with high academic level can raise their advisees’ h-index ranking. This work provides new insights on promoting our understanding of the relationship between advisors’ academic characteristics and advisees’ performance, as well as on advisor choosing.

The PerPot Simulated Anaerobic Threshold - A Comparison to Typical Lactate-based Thresholds

Intensity description as exercise prescription is a main challenge for sport scientists and coaches. Most commonly used in endurance sports are percentages of the heart rate at Maximal Lactate Steady State (MLSS). Since the late 1970s, MLSS is approximated by several anaerobic thresholds based on lactate extraction during graded incremental tests. Since then, scientists look for non-invasive methods to approximate these thresholds. Our new approach uses the sports computer science Performance Potential model (PerPot) for determination. The antagonistic model PerPot models the relation between load (speed) and performance (heart rate). This investigation compares lactate based and PerPot simulated thresholds. Fifteen male handball players performed a graded incremental test with lactate extraction and continuous heart rate recording. Lactate measurement was used for determination of four established lactate-based anaerobic thresholds (OBLA, Dickhuth, Keul, Simon). Speed and heart rate processes were used for PerPot determination of the threshold. Both Pearson correlations (r=0.883 - r=0.895) and intraclass correlations (ICC=0.894 - ICC=0.932) show high correlations between lactate-based and PerPot simulated thresholds. Using anaerobic threshold (AT) for exercise prescription is the ideal case. Because of adaptation, AT changes and should therefore be determined periodically. In practice, this is rarely done because of high cost and difficult invasive determination in laboratory. PerPot provides a low cost, non-invasive method for AT determination. It is therefore an ideal method for verifying former results of sports medicine diagnostics periodically. In addition, simple portability of results to field is an advantage, because the graded incremental tests can also be performed outdoors.

2D:4D and lifetime educational outcomes: Evidence from the Russian RMLS survey

Does in utero exposure to testosterone – as proxied by measured 2D:4D digit ratios – affect lifetime educational outcomes? A growing body of work finds 2D:4D to be associated with aggression, physical fitness, performance in computer science, and type of occupation. While most work tends to show a negative relationship between 2D:4D and outcomes, the link between 2D:4D and male aggression should mean that prenatal T could also have negative effects for some outcomes. Using a large sample of families in Moscow and the Moscow region drawn from the Russian RMLS longitudinal survey, we observe clear links between measured 2D:4D digit ratios and the levels of education obtained by men. Statistically significant positive associations of 2D:4D (lower prenatal T) with higher levels of education were found, using difference in means analysis as well as generalized ordered logit regressions. These findings were also robust to using different subsamples. Weaker findings were seen for women. Since many of the earlier findings have showed the benefits of higher prenatal T for achievement, the current finding of a negative effect of prenatal T on educational attainment raises interesting issues about the ambiguous effects of prenatal T.

2D:4D and Lifetime Educational Outcomes: Evidence from the Russian RLMS Survey

Is in utero exposure to testosterone (T), measured by the second to fourth digit ratio (2D:4D), associated with lifetime educational attainment? A growing body of work finds exposure to prenatal T to be associated with aggression, physical fitness, performance in computer science, and type of occupation. However, there has not yet been substantial research its relationship with lifetime educational outcomes. Using a large sample drawn from families in Moscow and in the Moscow region from the Russian Longitudinal Measurement Survey (RLMS), we observe clear links between measured 2D:4D and the levels of education obtained by men. Statistically significant positive associations between higher 2D:4D (lower prenatal T) and higher levels of education were found, using difference in means analysis and generalized ordered logit (gologit) regressions. These findings were also robust to using a different subsample. Weaker findings were seen for women. Since many of the earlier findings have shown the benefits of higher prenatal T for achievement, the current finding of a negative effect of prenatal T on educational attainment raises interesting issues about the ambiguous effects of prenatal T and the degree to which the traits it promotes interact with different tasks and social contexts.

Effects of Instructional Materials (computer) in Promoting Secondary Schools Students’ Academic Performance in Computer Science in Kebbi State, Nigeria

The study examined the effects of instructional materials in promoting secondary schools students’ academic performance in computer science in Kebbi State, Nigeria. Quasi experimental with a pretest and post-test, non-equivalent comparison design was adopted. Purposive sampling was used to select two JSS3 intact classes of 31 and 34 students from Government Girls SecondarySchool Birnin Kebbi and Salamatu Hussaini Girls Secondary School Birnin Kebbi as experimental and control groups respectively to participate in the study. An instrument titled Computer Science Achievement Test (CSAT) was validated by experts and reliability co-efficient of 0.93 was obtained using Kuder Richardson 21 (KR-21). The instrument was used for the pretest and posttest. Two research questions were answered and the hypothesis formulated was tested at 0.05 level of significance. Data were analyzed using mean and z-test. Findings revealed that there was significant difference in the academic performance of the students taught using instructionalmaterial (computer) and those taught using conventional instruction. In favor of the experimental group (those taught using instructional material (computer)), thus instructional material was found effective. It was recommended among others that education board should commit itself to providing relevant and economically enhanced instructional materials to secondary schools andmore computers should be provided to schools for effective delivery in the teaching of computer science in secondary schools.

Gender and Performance in Computer Science

The term gender gap refers to the significant underrepresentation of females in many subjects. In Computer Science, the gender gap exists at all career levels. In this article, we study whether there is a performance gap in addition to the gender gap. To answer this question, we analyzed statistical data on student performance in Computer Science from 129 universities in the United Kingdom covering the years 2002 to 2013. We find that male students were awarded significantly more first-class degrees than female students. We evaluate four other subjects—Subjects Allied to Medicine, Business & Administrative Studies, Mathematical Sciences, and Engineering & Technology—and find that they do not exhibit this performance gap. From this finding, we review explanations for the gender and performance gaps, as well as potential solutions to eliminate the gaps. Most solutions do not require major institutional change and could thus be implemented easily.

Correlation Between Attitude and Socio-Economic Status of Students’ Performance in Computer Science

This research study examined a dependent relationship between students’ attitude and socio-economic status performance in computer science. For the purpose of this work, 200 Junior and Secondary School students in Oredo, Egor, Ikpoba-Okha and Ovia North East Local Government Area of Edo State, Nigeria were investigated. The instruments for the data collection were students’ socio-economic status questionnaire, students’ attitude using computing scale and computer science performance test. A research questionnaire (Fraser’s 1981) was used to collect data. The reliability of each instrument was determined using test-retest method at two weeks interval. The result shows that the reliability coefficients for students’ socioeconomic status questionnaire, students’ attitudes to computer science scale and computer science performance test were 0.82, 0.93 and 0.81 respectively. Three null hypotheses were used to test the relationship between students’ socio-economic status, attitudes to computer science and their performance in computer science. The investigation lasted for 28 days. All the null hypotheses were rejected at 0.05 levels, this reveals that there s a dependent relationship existing between students socio-economic status, students attitudes to computer science and performance in computer science.

Digit ratio (2D:4D), academic performance in computer science and computer-related anxiety

Being able to use information communication technology (ICT) effectively has become an essential element of participation within an increasingly digital culture. However, there are differences in participation within this digital culture. Prenatal testosterone exposure is thought to influence the development of numeric capabilities and relate to levels of anxiety, both of which contribute towards engagement with ICT. This study examined whether an index of prenatal exposure to testosterone, digit ratio (2D:4D), is related to successful involvement within a computer-technology context – performance in a Java programming course. Three studies ( N = 73,75,65) identified a consistent negative correlation between 2D:4D digit ratio and attainment ( r ≈ −0.2). A fourth study ( N = 119) found that 2D:4D digit ratio positively correlated with two indices of computer-related anxieties, as well as anxiety sensitivity ( r = 0.32/0.51). These results suggest that males and females who have been exposed to higher levels of testosterone within the womb perform better upon academic assessments of Java-related programming ability within computer science education, and have lower levels of computer-related anxieties outside computer science education. Thus, the 2D:4D index of prenatal testosterone exposure correlated with the two factors that directly impact upon ICT engagement, which is increasingly essential to effectively participate within educational and occupational environments.

Labour market expectation of Nigerian computer science / Information Communication Technology (ICT) graduates

The National Universities Commission (NUC) is the regulating agency of Nigerian Universities. It is empowered among other things to establish Minimum Academic Standards (MAS) for Nigerian Universities as well as to accredit their degrees. In 1989, the commission produced the MAS for all undergraduate programmes in Nigerian Universities. In order to meet labour market expectation, the World Bank in 2000AD commissioned a study on “Labour Market prospects of University Graduates in Nigeria”. The objective of the study is to assess the effect of Nigerian Universities' curricula on the performance of Computer Science graduates. This paper looks into the strength and weaknesses of Computer Science graduates in Nigeria with a view to assess if they meet the labour market expectation. It also x-rays the women performance in Computer Science. Finally, the paper proposes method of bridging the gap between the achieved and intended curriculum in Computer Science. One hundred and fifty (150) questionnaires were distributed to supervisors and key players who worked directly with the Computer Science/ICT graduates and were in position to know their strength, deficiencies/weaknesses and skill gap. One hundred and eight (108) questionnaires were duly filled and returned. The opinion of these supervisors and key players were analyzed using variables such as competence, creativity, innovation, rational judgement, leadership and learning ability. From the study, it may be inferred that employers rate computer science graduates above average in overall performance showing adequate theoretical curriculum. Some major weaknesses were reported in their technical, practical skills and entrepreneurial skills. However, if the curriculum can address the major weaknesses especially practical and technical skills, Nigerian Computer Science students will easily compete globally.keywords: national universities commission, minimum academic standards, labour market expectation The Information Technologist Vol. 3(1) 2006: 1-7

A comparative study of research performance in computer science

The paper compares the research performance in computer science of four major Western countries, India and China, based on the data abstracted from INSPEC database during the period 1993–2002. A total of 9,632 computer science papers recorded in INSPEC database were used for the comparison. The findings indicate that, on the one hand, the number of papers produced in China has considerably increased in the past few years. Particularly, in recent years, China occupies a remarkable high position in terms of counts of papers indexed by the INSPEC database. On the other hand, Chinese scientists preferred to publish in domestic journals and proceedings and shares of SCI-papers to the total journal papers for China have still remained the lowest. This indicates that the research activities of Chinese scientists in computer science are still rather “local” and suffer from a low international visibility. Various scientometric indicators, such as Normalized Impact Factor, ratio of papers in high quality journals are further adopted to analyze research performance and diverse finding are obtained. Nevertheless, for these surrogate indicators, China has optimistically achieved great progress, characterized with “low level of beginning and high speed of developing”. The policy implication of the findings lies in that China, as well as other less developed countries in science, can earn relative competitive advantages in some new emerging or younger disciplines such as computer science by properly using catch-up strategy.

Implementation and evaluation of computer science in an Indian secondary school

This paper discusses the various issues and factors involved in planning and implementing an introductory computer science course in an Indian secondary school. The implementation scheme, acquisition, selection and funding for computer resources, location and access to the computer facilities were analysed. The training programme, teaching style and classroom management processes were also evaluated. Criteria for selection of students and students' academic performance in computer science were compared with those of science and commerce subjects. The study also highlighted the school management and students' viewpoints on the introduction of this new course. The study showed that the Indian school has successfully integrated the introductory computer science course into the school curriculum. It followed a similar pattern to that of British secondary schools by introducing computer studies at this level. Based upon this study, a five-stage model could be prepared as a guideline for the gradual introduction of computer literacy and studies programmes into the secondary school curriculum of developing countries.