Impact of Major Backgrounds on Student Learning Achievement: A Case Study for Java Programming Course

Zhu, Xiaohui ORCID: 0000-0003-1024-5442, Yue, Yong and Chen, Surong (2023) Impact of Major Backgrounds on Student Learning Achievement: A Case Study for Java Programming Course. EDUCATION SCIENCES, 13 (2). p. 127.

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Abstract

<jats:p>Due to the rapidly increasing number of students at universities in recent years, universities may arrange students from different majors in the same class, which may bring several challenges in teaching and learning for students and teachers, such as poor class experience, less class discussion and more workload for teachers. In this paper, we investigate the learning achievements of students with different major backgrounds based on a large-size course of Introduction to Java Programming. Approaches of difficulty index, incrimination index, failure rate, median average mark, average mark and standard deviation are used to evaluate students’ learning achievements based on students’ coursework assignments, continuous assessment and the final exam. Results show that major backgrounds could significantly affect learning achievements even in the same teaching and learning environment. To achieve a better learning experience and performance, we finally divided the original module into two separate modules for students with different major backgrounds.</jats:p>

Item Type:	Article
Uncontrolled Keywords:	major background, learning achievement, difficulty index, discrimination index, data analysis
Divisions:	Faculty of Science and Engineering > School of Electrical Engineering, Electronics and Computer Science
Depositing User:	Symplectic Admin
Date Deposited:	21 Apr 2023 13:48
Last Modified:	14 Mar 2024 20:01
DOI:	10.3390/educsci13020127
Open Access URL:	https://doi.org/10.3390/educsci13020127
Related URLs:	Author Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3169857