This study examines student performance distributions evidence bimodality, or whether there are two distinct populations in three introductory computer science courses grades at a four-year southwestern university in the United States for the period 2014-2017. Results suggest that computer science course grades are not bimodal. These findings counter the double hump assertion and suggest that proper course sequencing can address the needs of students with varying levels of prior knowledge and obviate the double-hump phenomenon. Studying performance helps to improve delivery of introductory computer science courses by ensuring that courses are aligned with student needs and address preconceptions and prior knowledge and experience.
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