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A group of first-year university students majoring in computer science were the subjects of this research. The performances of these students in the study of information technology unit and two units of computer programming were examined against a range of factors. Although the performance in other units studied at university was directly related to performance for all three units, from unit to unit other significant determining factors varied. Learning style and problem-solving skill were important in the study of information technology; gender and secondary school performance were important in introductory programming, while dislike of programming features in both programming units. Observed factors account for between 43 and 65 per cent of examination mark and overall performance.
Goold et al. (Thu,) studied this question.