ICCE 2023 Learning Outcomes of Computer Programming and Information Technology - Integrated Courses for Non-Computer Science Majors: Case Study of a Public Research University in Taiwan

Abstract

This study investigates non-CS major students' performance in computer programming and Information Technology-integrated (IT I) courses at a Taiwanese research university. Non-CS students struggle in introductory programming due to syntax and logical thinking limitations, resulting in lower grades compared to advanced programming. Similarly, ITI course grades are lower due to subject-specific demands. Gender and entry channels impact outcomes, with females excelling in informal learning. Favorable results are seen in individual applications and Multi-star Projects. Challenges include different learning paces and cultural adjustments. Regression analysis shows Introduction to Computer Programming (ICP), Advanced Computer Programming (ACP) and gender significantly affect ITI performance, explaining 24% of its variance. Recommendations include diverse teaching methods, problem-solving guidance, practical programming, collaboration, and project participation to enhance skills.