The Assessment of Student Satisfaction and Competent Course Completion in Computer Science Service Courses
When Using Competency-Based Grading and Assignment Choice
Enrollment in introductory engineering courses, particularly for non-computer science majors,
often evokes apprehension, especially when confronted with the challenge of learning programming.
This apprehension can be further heightened by the presence of peers with prior coding
experience. This research, relevant to various engineering service courses, focused on implementing
assignment choice within an undergraduate Computer Science Introductory (CS1) curriculum.
Guided by Self-Determination Theory, this research investigates the impact of assignment choice
as a mechanism for students to personalize their learning path. The hypothesis is whether offering
students the agency to select assignments aligned with course learning objectives enhances their
motivation, engagement, and ownership of the learning process.