Poor through-put rates of distance learners in computing courses: Is continuous assessment the answer?
Teaching computer programming through distance education is not easy. The through-put rate of students in computing courses at tertiary distance learning institutions is generally poor. This article forms part of a long-term project investigating ways in which this situation could be improved. In th...
| Publicado en: | South African Journal of Higher Education Vol. 21; no. 2; pp. 267 - 278 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sabinet Online Limited
2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=27048801&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 27048801 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2007 vid: 21 iid: 2 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 27048801 ppf: 267 ppct: 11 formats: tig: atl: Poor through-put rates of distance learners in computing courses: Is continuous assessment the answer? aug: au: Home, T. Naude, E. affil: University of South Africa, Pretoria, South Africa su: Evaluation Education Computer programming Learning Students Test scoring Rating sug: subj: Evaluation Education Computer programming Learning Students Test scoring Rating ab: Teaching computer programming through distance education is not easy. The through-put rate of students in computing courses at tertiary distance learning institutions is generally poor. This article forms part of a long-term project investigating ways in which this situation could be improved. In this article, we investigate the extent to which students' commitment to continuous assessment affects their examination results. A summary of research results on the relationship between the examination pass rate and the continuous assessment performance of students during the academic year is given. We also investigate the effect that the introduction of a continuous assessment mark (a year mark) that counts towards the final mark of a student has on the through-put rate. Although this study involved only computing courses, the results may be relevant and of interest to lecturers and researchers in related disciplines such as mathematics, decision sciences and physics. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2007 holdings: @attributes: islocal: N |
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