1. KSU 1101 Presentation - Copyright 2004-2005 Personality and Programming Dr. Amy B. Woszczynski CSIS Department Dr. Amy B. Woszczynski CSIS Department

2. KSU 1101 Presentation - Copyright 2004-2005 The Problem Computer programming (CS1) is HARD –CS & IS majors take programming –Math majors take programming –Other majors take programming Students struggle to successfully complete CS1 with an A, B, or C So what can we do? Computer programming (CS1) is HARD –CS & IS majors take programming –Math majors take programming –Other majors take programming Students struggle to successfully complete CS1 with an A, B, or C So what can we do?

3. KSU 1101 Presentation - Copyright 2004-2005 Options Assume CS1 is hard, and let the course continue to “weed out” students who cannot succeed Attempt to design interventions to reach fully motivated and academically capable students who struggle in CS1 Assume CS1 is hard, and let the course continue to “weed out” students who cannot succeed Attempt to design interventions to reach fully motivated and academically capable students who struggle in CS1

4. KSU 1101 Presentation - Copyright 2004-2005 Personality Background – Pt. 1 Jung’s study of Personality Types 4 sets of personality descriptors –Introvert/Extrovert –Sensor/Intuitive –Feeler/Thinker –Judging/Perceiving Each person is Introverted or Extroverted Jung’s study of Personality Types 4 sets of personality descriptors –Introvert/Extrovert –Sensor/Intuitive –Feeler/Thinker –Judging/Perceiving Each person is Introverted or Extroverted

5. KSU 1101 Presentation - Copyright 2004-2005 Personality Background – Pt. 2 Myers-Briggs Typology Extends the work of Jung Assumes that people can cross the boundaries between personality types Identifies 16 possible combinations of personality descriptors Extends the work of Jung Assumes that people can cross the boundaries between personality types Identifies 16 possible combinations of personality descriptors

6. KSU 1101 Presentation - Copyright 2004-2005 Cognitive Profiles (Krause, 2000) Groups learning profiles into 1 of 4 possible categories: –ST – Sensor Thinker –SF – Sensor Feeler –NT – iNtuitive Thinker –NF – iNtuitive Feeler Each type of profile has strengths and weaknesses and different styles of learning Groups learning profiles into 1 of 4 possible categories: –ST – Sensor Thinker –SF – Sensor Feeler –NT – iNtuitive Thinker –NF – iNtuitive Feeler Each type of profile has strengths and weaknesses and different styles of learning

7. KSU 1101 Presentation - Copyright 2004-2005 Comparison of Profiles – Sensor Thinker - Analytical learner who likes to be organized May learn best alone Drill and practice important Needs timely feedback May memorize well Schools designed for these types of learners Analytical learner who likes to be organized May learn best alone Drill and practice important Needs timely feedback May memorize well Schools designed for these types of learners

8. KSU 1101 Presentation - Copyright 2004-2005 Comparison of Profiles – Sensor Feeler - Cooperative learning works well Process information verbally Learns well when studying with a friend Break large tasks into several small tasks Relate well to people Try to relate new information on a personal or emotional level Cooperative learning works well Process information verbally Learns well when studying with a friend Break large tasks into several small tasks Relate well to people Try to relate new information on a personal or emotional level

9. KSU 1101 Presentation - Copyright 2004-2005 Comparison of Profiles – Intuitive Thinker - Logical thinker Needs to process new material alone before discussion Usually do not memorize well Typically think in pictures Logical thinker Needs to process new material alone before discussion Usually do not memorize well Typically think in pictures

10. KSU 1101 Presentation - Copyright 2004-2005 Comparison of Profiles – Intuitive Feeler - Creative learner Enjoys abstract concepts May be a daydreamer Possibly works well in cooperative groups, but not always Learns by comparing a known situation with an unknown situation where the same rules apply Creative learner Enjoys abstract concepts May be a daydreamer Possibly works well in cooperative groups, but not always Learns by comparing a known situation with an unknown situation where the same rules apply

11. KSU 1101 Presentation - Copyright 2004-2005 The Study Determine dominant cognitive profile of CSIS 2301 students using a Web based or paper and pencil survey Success measured using the final grade in CS1 Various statistics to test differences between means Determine dominant cognitive profile of CSIS 2301 students using a Web based or paper and pencil survey Success measured using the final grade in CS1 Various statistics to test differences between means

12. KSU 1101 Presentation - Copyright 2004-2005 Student Demographic Profile IS CS Female Male

13. KSU 1101 Presentation - Copyright 2004-2005 Mean Results ProfileMeann NT2.9277 ST2.6450 NF2.6073 SF2.1136 Average2.65236

14. KSU 1101 Presentation - Copyright 2004-2005 Results Students with different cognitive profiles did perform differently Only significant differences between NT and SF profiles Students with different cognitive profiles did perform differently Only significant differences between NT and SF profiles

15. KSU 1101 Presentation - Copyright 2004-2005 So What Did We Conclude? NT performs significantly better than SF No difference in performance between NT, ST, and NF No difference in performance based on gender Some difference in performance based on instructor cognitive profile NT performs significantly better than SF No difference in performance between NT, ST, and NF No difference in performance based on gender Some difference in performance based on instructor cognitive profile

16. KSU 1101 Presentation - Copyright 2004-2005 What Can We Do? Focus on interventions to reach SF students SF students learn best through repetition and by breaking problems into small steps Encourage attendance at labs and tutorials to get additional practice Focus on interventions to reach SF students SF students learn best through repetition and by breaking problems into small steps Encourage attendance at labs and tutorials to get additional practice 1 of 4

17. KSU 1101 Presentation - Copyright 2004-2005 What Can We Do? SFs relate well to real-life information Use more real-world problems in CS1 SFs relate well to real-life information Use more real-world problems in CS1 2 of 4

18. KSU 1101 Presentation - Copyright 2004-2005 What Can We Do? SFs learn well in groups Experiment with paired- programming and other group activities Encourage study groups Pair SFs with other SFs SFs learn well in groups Experiment with paired- programming and other group activities Encourage study groups Pair SFs with other SFs 3 of 4

19. KSU 1101 Presentation - Copyright 2004-2005 What Can We Do? Inform all students of personality and implications for studying 4 of 4

20. KSU 1101 Presentation - Copyright 2004-2005 What Can YOU Do? Determine your personality profile Can you change your personality? Understand your strengths and weaknesses Realize that everyone has some area in each quadrant of the profile Determine your personality profile Can you change your personality? Understand your strengths and weaknesses Realize that everyone has some area in each quadrant of the profile

21. KSU 1101 Presentation - Copyright 2004-2005 What Does this Mean for Career Choice? Should you base your career choice on personality profile? Should you try to adapt to the common profile of your chosen profession? Should you base your career choice on personality profile? Should you try to adapt to the common profile of your chosen profession?

22. KSU 1101 Presentation - Copyright 2004-2005 Future Studies Longitudinal analysis to see if results hold true over time Compare this group to other CS1 students who did not receive early intervention techniques See if personality profile analysis can help students perform better in other classes Longitudinal analysis to see if results hold true over time Compare this group to other CS1 students who did not receive early intervention techniques See if personality profile analysis can help students perform better in other classes

23. KSU 1101 Presentation - Copyright 2004-2005 Conclusions and Thoughts Certain profiles will always exhibit higher success rates in CS1 or any class Application of profile specific study skills has proven successful in other academic applications and may help in CS1 We may want to identify ways to attract more Feeler profile students to the CS/IS curriculum On an individual level, ALL profiles can succeed in CS1 Certain profiles will always exhibit higher success rates in CS1 or any class Application of profile specific study skills has proven successful in other academic applications and may help in CS1 We may want to identify ways to attract more Feeler profile students to the CS/IS curriculum On an individual level, ALL profiles can succeed in CS1

24. KSU 1101 Presentation - Copyright 2004-2005 Questions?