Exploring the Predictive Potential of Complex Problem-Solving in Computing Education: A Case Study in the Introductory Programming Course

Bostjan Bubnic, Marjan Mernik () and Tomaž Kosar
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Bostjan Bubnic: Faculty of Electrical Engineering and Computer Science, University of Maribor, Koroška Cesta 46, 2000 Maribor, Slovenia
Marjan Mernik: Faculty of Electrical Engineering and Computer Science, University of Maribor, Koroška Cesta 46, 2000 Maribor, Slovenia
Tomaž Kosar: Faculty of Electrical Engineering and Computer Science, University of Maribor, Koroška Cesta 46, 2000 Maribor, Slovenia

Mathematics, 2024, vol. 12, issue 11, 1-27

Abstract: Programming is acknowledged widely as a cornerstone skill in Computer Science education. Despite significant efforts to refine teaching methodologies, a segment of students is still at risk of failing programming courses. It is crucial to identify potentially struggling students at risk of underperforming or academic failure. This study explores the predictive potential of students’ problem-solving skills through dynamic, domain-independent, complex problem-solving assessment. To evaluate the predictive potential of complex problem-solving empirically, a case study with 122 participants was conducted in the undergraduate Introductory Programming Course at the University of Maribor, Slovenia. A latent variable approach was employed to examine the associations. The study results showed that complex problem-solving has a strong positive effect on performance in Introductory Programming Courses. According to the results of structural equation modeling, 64% of the variance in programming performance is explained by complex problem-solving ability. Our findings indicate that complex problem-solving performance could serve as a significant, cognitive, dynamic predictor, applicable to the Introductory Programming Course. Moreover, we present evidence that the demonstrated approach could also be used to predict success in the broader computing education community, including K-12, and the wider education landscape. Apart from predictive potential, our results suggest that valid and reliable instruments for assessing complex problem-solving could also be used for assessing general-purpose, domain-independent problem-solving skills in computing education. Likewise, the results confirmed the positive effect of previous programming experience on programming performance. On the other hand, there was no significant direct effect of performance in High School mathematics on Introductory Programming.

Keywords: computational thinking; introductory programming; predictors of performance; problem-solving; structural equation modeling (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2024
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