TY - GEN
T1 - Uncovering Patterns of SQL Errors in Student Assignments
T2 - 53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023
AU - Yang, Sophia
AU - Li, Zepei
AU - Herman, Geoffrey L.
AU - Cunningham, Kathryn
AU - Alawini, Abdussalam
N1 - Publisher Copyright:
© 2023 IEEE.
PY - 2023
Y1 - 2023
N2 - Structured Query Language (SQL) is an essential skill to acquire for those who interact with databases, such as researchers, developers, and people involved in businesses. However, the challenges that these users face while learning SQL requires further research. In particular, the types of errors that students encounter on various assignment types or under exam conditions are an area that we are interested in to determine an optimal arrangement of coursework materials for improved learning. In this paper, we analyze 156,513 student SQL submissions to homework assignments, collaborative assignments, and exams of the Database Systems course available to 730 upper-level undergraduate and graduate students offered in the Fall 2022 semester at the University of Illinois Urbana-Champaign. We look at the ratio of syntax and semantic errors, and correct submissions for each of these assignment problem types as well as the most frequent syntax error codes. We visualize our data findings and draw recommendations for future coursework arrangements from the comparisons between the assignment types for a more effective acquisition of SQL as a skill. We found that although students most commonly encountered syntax error codes 1064 and 1054 regardless of the assignment type, they made more syntax errors (and fewer semantic errors) on exam problems compared with homework and collaborative assignment problems. We recommend instructors place a higher emphasis on non-timed SQL programming problems, targeted syntax drills during instruction, and syntax support during exams.
AB - Structured Query Language (SQL) is an essential skill to acquire for those who interact with databases, such as researchers, developers, and people involved in businesses. However, the challenges that these users face while learning SQL requires further research. In particular, the types of errors that students encounter on various assignment types or under exam conditions are an area that we are interested in to determine an optimal arrangement of coursework materials for improved learning. In this paper, we analyze 156,513 student SQL submissions to homework assignments, collaborative assignments, and exams of the Database Systems course available to 730 upper-level undergraduate and graduate students offered in the Fall 2022 semester at the University of Illinois Urbana-Champaign. We look at the ratio of syntax and semantic errors, and correct submissions for each of these assignment problem types as well as the most frequent syntax error codes. We visualize our data findings and draw recommendations for future coursework arrangements from the comparisons between the assignment types for a more effective acquisition of SQL as a skill. We found that although students most commonly encountered syntax error codes 1064 and 1054 regardless of the assignment type, they made more syntax errors (and fewer semantic errors) on exam problems compared with homework and collaborative assignment problems. We recommend instructors place a higher emphasis on non-timed SQL programming problems, targeted syntax drills during instruction, and syntax support during exams.
KW - SQL
KW - database education
KW - error
KW - online assessment
KW - semantics
KW - syntax
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U2 - 10.1109/FIE58773.2023.10343207
DO - 10.1109/FIE58773.2023.10343207
M3 - Conference contribution
AN - SCOPUS:85183010489
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2023 IEEE Frontiers in Education Conference, FIE 2023 - Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 18 October 2023 through 21 October 2023
ER -