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Empirical study of motivation in a entry level programming course

This paper will address the issue of motivation in an entry level programming course. Does the reason a student takes a course dictate the grade he can hope to achieve? Will a student who needs to take a course perform better than a student who wants to take a course? This paper will attempt to answer these questions using the results gained over three years of teaching a program language course at two New York universities and cover seven semesters and 126 students.