Quickly separating programmers from non-programmers

"...predictive effect of our test has failed to live up to that early promise."<p>A later paper by them backs off: <a href="http://www.eis.mdx.ac.uk/research/PhDArea/saeed/paper3.pdf" rel="nofollow">http://www.eis.mdx.ac.uk/research/PhDArea/saeed/paper3.pdf</a><p>Abstract: Learning to program is notoriously difficult. Substantial failure rates plague introductory programming courses the world over, and have increased rather than decreased over the years. Despite a great deal of research into teaching methods and student responses, there have been to date no strong predictors of success in learning to program. Two years ago we appeared to have discovered an exciting and enigmatic new predictor of success in a first programming course. We now report that after six experiments, involving more than 500 students at six institutions in three countries, the predictive effect of our test has failed to live up to that early promise. We discuss the strength of the effects that have been observed and the reasons for some apparent failures of prediction.

Shortest version. Francis Bacon was right, <i>"Truth comes out of error more readily than out of confusion."</i><p>Short version, they gave non-programmers a test before they had learned anything. They found that people could be divided into those whose answers showed a consistent mental model, and those whose mental models from problem to problem were inconsistent. A followup administration of the same test partway in the course showed that the consistent/inconsistent description was stable, but consistent people's mental models improved. The distribution of scores for the final exam for the two groups looked like normal distributions with very different averages - most inconsistent thinkers failed while the consistent ones did ok.<p>When analyzed in more detail the final exam scores for the consistent thinkers had a bimodal distribution as well. However the test provided offered insight as to how to distinguish the average consistent thinkers (averaging 60% on the final) with the high scoring ones (averaging 85%). The sample sizes are small enough that I would not put too much weight on that observation though.<p>Amusingly people in the social sciences that they showed the results of the initial test to predicted that students who formed inconsistent mental models would do better because they tried to form the right model for each question. The cynical part of me says that they would have approached the test that way, and assumed that people like themselves would do better.

Ground for future studies<p>1) increased sample size, multiple institutions, multiple age ranges, multiple programming languages, multiple native languages, correlation with Spearman's g<p>2) controlling for confounders (see "Table 1" of all medical trials)<p>3) randomization of instruction<p>4) better history of pre-exposure (surely someone in a university computer class is taking it out of an interest that developed before enrollment)<p>5) parental professions, levels of education, and annual earnings<p>6) latency effects -- did people "come around" later, how long do the effects last?<p>7) frequency effects -- does a burst of lots of programming exposure kick someone over a knee in the curve (as is done in language schools)<p>8) amplitude effects -- does intense instruction yield intense results?<p>Overall I liked it.

This paper is wonderfully cynical about education in the UK:<p>&#62; <i>"That administration failed, because the students – rightly, in our opinion – were incensed at the conduct of their teaching and the arrangements for their study, and simply refused to do anything that wasn’t directly beneficial to themselves."</i><p>&#62; <i>"Another group had very much lower than average A-level scores, and had been admitted to a maths and computing course largely to boost numbers in the mathematics department: we call this group the low achievers."</i><p>Although I do begin to wonder whether the teaching of our professional skills is somewhat to blame for the lack of professionalism and ability in our industry.

Based on Fig. 1 and the text describing it, the study seems to conclude that imperative programming is unlike anything students have seen before.<p>"all had enough school mathematics to make the equality sign familiar."<p>Sure, but = in imperative code is nothing like = in math. It's hardly surprising that it is confusing.

If "a foolish consistency is the hobgoblin of little minds", where does that leave <i>us</i>?