Application of modified perceived learning Problem Inventory (PLPI) to investigate performance in introductory programming

Abstract

Programming has been recognized by universities as a complex and difficult intellectual activity, with students struggling through their first programming subject and educators struggling to teach it. Several universities have embarked on using innovative practices to improve students' performance in introductory programming. To no avail many students still fail. This paper postulated that a holistic approach should be used to evaluate the factors contributing to the low pass rate in an introductory programming course. The authors developed a modified version of Perceived Learning Problem Inventory (PLPI) to evaluate student performance. The model suggested that the factors that affect student performance in programming squarely lies with the subject content and other factors play no role in determining performance. The findings are consistent with earlier research which indicated that problem solving skills, mathematical capabilities, logical reasoning and previous programming experience as contributing factors to failure.