The Perceived Learning Behaviors and Assessment Techniques of First-Year Students in Computer Science: An Empirical Study

TL;DR

This empirical study explores first-year computer science students' learning behaviors, assessment preferences, and the impact of recent educational shifts, providing insights to improve teaching strategies and learning environments.

Contribution

It offers new insights into students' perceptions of effective learning and assessment methods amidst recent educational changes like remote instruction.

Findings

Students favor in-person, exercise-based, and group learning.

Preference for practical and written exams for assessment.

Emphasis on real-world scenarios and interactive learning.

Abstract

The objective of our study is to ascertain the present learning behaviors, driving forces, and assessment techniques as perceived by first-year students, and to examine them through the lens of the most recent developments (pandemic, shift to remote instruction, return to in-person instruction). Educators and educational institutions can create a more accommodating learning environment that takes into account the varied needs and preferences of students by recognizing and implementing these findings, which will ultimately improve the quality of education as a whole. Students believe that in-person instruction is the most effective way to learn, with exercise-based learning, group instruction, and pair programming. Our research indicates that, for evaluation methods, there is a preference for practical and written examinations. Our findings also underscore the importance of incorporating real-world scenarios, encouraging interactive learning approaches, and creating engaging educational environments.