Computer Science & Math
RaLisa Bernal, rbernal21sp@ollusa.edu
Our Lady of the Lake University, with Dr. James O. Cox
Computer Information Systems and Security; Mathematics
Can Mathematical Understanding Affect Programming Ability?
Although there has been research done on the relationship between math and computer programming, there has been little to no research done on how a student's understanding of math affects their computer programming skills. Although previous research indicates that mathematical ability is said to be a reliable predictor of the students’ understanding in programming (G. White, M. Sivitanides, 2003), there is a dearth of quantitative research on the topic. This study addresses their research gap by using a math self-efficacy instrument along with the student’s self-reported grades in both their math and computer programming courses they have taken in order to explore this hypothesized correlation. The findings of this study can help the academic community to offer more services to help future programmers in succeeding. This study contributes to the field with more quantitative evidence to help in the decision-making process of providing support to students in programming courses.
Lalise Gizaw, lgizaw@unr.edu
University of Nevada, Reno, with Dr. Deena Schmidt
Mathematics and Computer Science
The Effects of Memorization Versus Understanding on Student Performance in Undergraduate Math Course
Mathematics plays a crucial role in developing critical thinking and problem-solving skills, yet many students face difficulties in this subject. This research aims to examine the influence of memorization versus understanding on student performance in undergraduate math courses, with a specific focus on algebra and precalculus. By utilizing a mixed-methods design, combining surveys and academic performance data, the study seeks to explore the relationship between memorization and conceptual comprehension. Conducted at the University of Nevada, Reno (UNR), the research will involve administering surveys to precalculus students after each exam. Participation in the study will be voluntary, and incentives such as gift cards and raffle prizes will be provided to encourage participation. The findings will contribute to the development of effective teaching strategies and recommendations for enhancing learning approaches in mathematics courses. Adopting a mixed-methods approach, the study will collect survey data on study habits and utilize academic performance data to analyze success.
Ynes Ineza, yineza@ttu.edu
Texas Tech University, with Dr. Abdul Serwadda
Mathematics and Computer Science
Exploring ChatGPT’s Capabilities in Discrete Math
An increasing volume of research across various domains is currently investigating the capabilities of ChatGPT. In our study, we aim to delve into both the performance and confidence levels of ChatGPT with regard to understanding and problem-solving within the realm of Discrete Mathematics (DM). DM serves as the cornerstone for a multitude of courses across engineering disciplines such as Electrical and Computer Science. To structure our experiments, we employ a dataset derived from 'Discrete Mathematics and Its Applications,' authored by Kenneth H. Rosen. This textbook is widely recognized as a standard resource for DM courses across numerous universities, both within the USA and globally. We present each problem to ChatGPT five times, and the consistency of the generated solutions serves as a measure of ChatGPT's confidence and understanding. For validation, we compare the AI-produced solutions against those provided in the textbook. This methodology enables us to pinpoint areas where ChatGPT manifests varying degrees of confidence in solution generation. Our initial findings indicate that ChatGPT demonstrates confidence in approximately half of its responses, based on five attempts per question, and provides accurate solutions on the first attempt approximately 53% of the time. Such insights pave the way for future research aimed at bolstering ChatGPT's performance, ultimately enhancing its utility for individuals seeking knowledge, especially in the realm of Engineering
Session Location
- Foster 228
Session Date/Time
- Thursday, 11:15am - 12:15pm
Session Type
- Oral Student Presentations
- Student Presentations