Abstract
Performance in computer programming modules at Higher Education Institutions has traditionally been low. Within the context of world-wide shortages of skilled programmers, it becomes imperative that greater success is achieved in HEIs. The low success rate in programming modules is ascribed to the abstract nature and content of programming courses, and the inadequacy of pre-university education to prepare students for the cognitive skills required for success in such courses. This study identifies and relates the pre-entry attributes of students at universities in Johannesburg and Pretoria, South Africa before enrolling for computer programming courses. In the quest for identifying those attributes that may have impacted on student success in the programming modules, their problem solving ability, socio-economic status, educational background, performance in school mathematics, English language proficiency, digital literacy and previous programming experience, were explored using a survey research method. The dataset comprised of four programming aptitude tests, a student profile questionnaire and Development Software 1 examination results of 379 students studying the National Diploma Business Information Technology at a Johannesburg City University* (JCU) and the National Diploma Information Technology at a Pretoria City University* (PCU). The data analysed indicates that there is a correlation between the variables problem solving, digital literacy and previous programming experience and performance in programming modules. There was no correlation found between the variables socio-economic status, educational background, Grade 12 mathematics marks and Grade 12 English marks and performance in programming modules. The research concluded that the marks achieved for school mathematics and English cannot be considered as a valid admission criterion for programming courses in the South African context and an alternate requirement should be found.
Ph.D.