Abstract
Studying worked examples has been found to be effective for learning problem solving, especially among students. However, students need to actively process example content to benefit from it and content must be structured in a manner that facilities knowledge construction. This study investigated the use of worked examples for teaching and learning programming. Programming involves problem analysis and solution generation. But students tend to jump to solution generation without adequately analysing the problem. Consequently, the current study designed and implemented a new worked example design that emphasised problem analysis and utilised highlighting through web technology to encourage active processing of example content. This study also evaluated the new design in a quasi-experiment in a university course in Malaysia, compared to subgoal labelled worked examples, and conducted over three sessions. Posttest performance was analysed using independent samples t-test and frequency distributions. The results suggested that worked examples based on the new design were more effective than subgoal labelled worked examples, with statistically significant difference in performance, and medium effect size for the first session. For the second and third sessions, performance was marginally better, with learning in both groups possibly limited by the complexity of the worked examples and assessments.
Highlights
Programming knowledge and skill are essential for computer science and software engineering students enrolled at tertiary education institutions
This paper proposed a new design for worked examples to be used for teaching and learning introductory programming among tertiary education students
The proposed worked example design was implemented and evaluated in an empirical study to compare its effectiveness for learning introductory programming with subgoal labelled worked example design
Summary
Programming knowledge and skill are essential for computer science and software engineering students enrolled at tertiary education institutions. The instructional method for programming knowledge and skill development has been to get students to solve problems. In order for students to fully benefit from studying worked examples, they must actively process the example content (Renkl, 2017). They need to carefully read and cognitively process it. They should make an effort to understand what programming concepts have been applied and to explain to themselves how the solution addresses the problem. In a labelled worked example, statements in the solution program are grouped and labelled to explain how each group addresses different aspects of the problem. They have been named subgoal labels (Catrambone, 1998)
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