Using an automated assessment tool to explore difficulties of middle school students in introductory programming

Abstract

This study investigated common student errors and underlying difficulties of two groups of Chinese middle school students in an introductory Python programming course using data in the automated assessment tool (AAT) Mulberry. One group of students was from a typical middle school while the other group was from a high-ability middle school. By analyzing 8030 erroneous student programs, we identified 12 common errors of the two groups. Further analysis indicated that the two groups had similarities and differences in the difficulties of learning to program. Our findings suggest that using AATs can effectively help teachers understand student difficulties in introductory programming.

Keywords:

• Introductory programming
• automated assessment tools
• difficulties
• common errors

Additional information

Funding

This work was supported by the Social Science Foundation of Jiangsu Province under grant 19JYC008.

Notes on contributors

Yizhou Qian

Yizhou Qian is an associate professor of educational technology at Jiangnan University, China. His research focuses on computer science education, professional development for computer science teachers, student misconceptions in introductory programming, and data-driven programming learning systems.

James Lehman

James Lehman is professor emeritus of learning design and technology at Purdue University. His research interests include technology integration in STEM education, e-learning, educational multimedia, and computer science education.