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.
