文章基本信息

标题：Exploring Bimodality in Introductory Computer Science Performance Distributions
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作者：Ram B Basnet ; Lori K Payne ; Tenzin Doleck 等
期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：10
页码：1-7
DOI：10.29333/ejmste/93190
出版社：Pamukkale Univ Dept Sci Education
摘要：This study examines student performance distributions evidence bimodality, or whether there are two distinct populations in three introductory computer science courses grades at a four-year southwestern university in the United States for the period 2014-2017. Results suggest that computer science course grades are not bimodal. These findings counter the double hump assertion and suggest that proper course sequencing can address the needs of students with varying levels of prior knowledge and obviate the double-hump phenomenon. Studying performance helps to improve delivery of introductory computer science courses by ensuring that courses are aligned with student needs and address preconceptions and prior knowledge and experience.
关键词：computer science performance; coding; programming; double hump; grade distribution; bimodal distribution; unimodal distribution