High School Experience and University Achievement in Computer Science

Abstract

This 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.

Keywords::

• programming
• achievement
• student performance

Additional information

Notes on contributors

Jim Greer

Mr. Greer currently is enrolled in a program of studies leading to a Ph.D. in computer education at the University of Texas at Austin and in graduate courses in both education and computer science. For several years prior to this he was a high school mathematics and science teacher in Canada, and he recently completed an M.Ed, degree at the University of Saskatchewan.