Abstract: Many universities do not have prerequisites for the introductory computer visual programming course. Therefore, faculty and students do not have any means of predicting the student’s performance in this course. This research addresses this issue. Past research and accepted theory are presented to show the cognitive requirements for success in a first procedural programming course to be similar to those required for success in a mathematics course. Such research is lacking for visual programming. This research shows similar correlations between math courses and visual programming courses. Significant positive correlations were found between grades from Freshmen mathematics courses, ACT math scores, SAT math scores and grades from a Sophomore introductory visual programming course. This indicates that students who perform well in Freshman level Math courses, possess the cognitive characteristics required to perform equally well in Sophomore level visual programming classes. We can predict that students who perform well in math courses will perform equally well in a visual programming course.
Keywords: Cognitive development, Prerequisites, Programming languages, Procedural programming, Visual languages, Mathematics, Business mathematics
Download this article: JISE - Volume 14 Number 4, Page 409.pdf
Recommended Citation: White, G. & Sivitanides, M. (2003). An Empirical Investigation of the Relationship Between Success in Mathematics and Visual Programming Courses. Journal of Information Systems Education, 14(4), 409-416.