Tracking Students’ Progress in Introductory C Programming Courses through Moodle Tests with Randomized Questions
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PDF downloads: 12
DOI:
https://doi.org/10.5281/zenodo.14897881Keywords:
C Programming, Introductory Programming, Moodle Tests, Randomized Questions, Student AssessmentAbstract
Assessing students' progress in introductory programming courses is crucial for identifying
learning gaps and improving teaching methods. This study evaluates the effectiveness of Moodle-based
tests with randomized questions in monitoring student progress in C programming courses at J. Selye
University during the 2023/24 academic year. A series of ten tests were administered across two courses,
covering essential programming topics such as data types, variables, conditional statements, loops, two-
and three-dimensional arrays, recursion, and sorting algorithms. The results revealed significant
variations in student performance, with recursion and the pretest/posttest loops presenting the greatest
challenges. The correlation analysis of test scores showed strong relationships among related topics,
confirming the structured progression of the curriculum. These findings suggest that Moodle-based
assessments offer valuable insights into students’ learning trajectories, enabling educators to adapt their
instructional strategies accordingly. Such insights can help optimize introductory programming curricula,
enhancing student engagement and understanding.
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