The authors created and preliminarily validated the first multiple-choice assessment (APSA) for students' ability to select algorithmic design paradigms, achieving a Cronbach's alpha of 0.73.
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Introductory programming students apply algorithmic thinking, abstraction, and decomposition when solving Bebras tasks, with these skills linked to correct answers, but struggle with systematic planning and explanation.
Surveys reveal students prefer socially relevant domains for motivation in software modelling education and value choice in selection, contrary to educator assumptions, recommending student-centered domain selection.
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Domain Diversity, Motivation, Inclusion, and Feedback in Software Modelling Education
Surveys reveal students prefer socially relevant domains for motivation in software modelling education and value choice in selection, contrary to educator assumptions, recommending student-centered domain selection.