As a large data is easily generated and available with advance of information technology and its measuring device, university educations are required to grow students with data analysis skill and education and research in each department often address data analysis. Programming skill is becoming essential even for non-computer science(CS) major. In Kikan-Education, the author teaches introductory programming education to students in department of Economic Engineering in Kyushu University, who are non-CS major but need programming skill in the future. However, a student output was limited through the introductory programming because it was taught in C-language. Recently Python is increasingly employed as an introductory programming language. Some introductory programming course for Non-CS majors were able to address data analysis project, which were related their major, because they were taught in Python. Then several studies compared with Python and conventional languages. In Kikan-Education, introductory programming language switched Python from C-language from current year (2018). Combination of a suitable project topic and Python's advantages possibly provides students with positive experiences. For this purpose, a student's learning effect in introductory programming education with Python needs to be estimated. This paper evaluates the Python's learning effect by comparing a student's output (assignment and final project) in the introductory programming education with Python and one with C-language, both of which were taught by the author. In addition, questionnaires to the students, who were taught in Python, are also analyzed.
|寄稿の翻訳タイトル||Practice of introductory programming education with Python and its learning effect|
|ジャーナル||基幹教育紀要 = Bulletin of kikan education|
|出版ステータス||出版済み - 3月 2019|