A Comprehensive Skills Analysis of Novice Software Developers Working in the Professional Software Development Industry
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Date
2022
Authors
Mian, Imdad Ahmad
Haq, Ijaz Ul
Anwar, Aamir
Alroobaea, Roobaea
Ullah, Syed Sajid
Almansour, Fahad
Umar, Fazlullah
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Abstract
Measuring and evaluating a learner’s learning ability is always the focus of every person whose aim is to develop strategies and plans for
their learners to improve the learning process. For example, classroom assessments, self-assessment using computer systems such as
Intelligent Tutoring Systems (ITS), and other approaches are available. Assessment of metacognition is one of these techniques. Having
the ability to evaluate and monitor one’s learning is known as metacognition. An individual can then propose adjustments to their
learning process based on this assessment. By monitoring, improving, and planning their activities, learners who can manage their
cognitive skills are better able to manage their knowledge about a particular subject. It is common knowledge that students’ metacognitive and self-assessment skills and abilities have been extensively studied, but no research has been carried out on the mistakes that
novice developers make because they do not use their self-assessment abilities enough. ,is study aims to assess the metacognitive skills
and abilities of novice software developers working in the industry and to describe the consequences of awareness of metacognition on
their performance. In the proposed study, we experimented with novice software developers and collected data using Devskiller and a
self-assessment log to analyze their use of self-regulation skills. ,e proposed study showed that when developers are asked to reflect
upon their work, they become more informed about their habitual mistakes, and using a self-assessment log helps them highlight their
repetitive mistakes and experiences which allows them to improve their performance on future tasks.
Citation
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Complexity, 2022, vol. 2022, 2631727