Abstract
AbstractAn experiment was conducted to test two methods of teaching introductory COBOL to management majors. The problem analysis method trained students to develop structured designs; the grammatical method trained students to develop structured programs. The objective of the study was to determine whether it is possible to focus exclusively on design issues, leaving students to grasp language details on their own. Findings indicate that it is. Analysis of covariance found significant differences in the ability of students to write programs, both in examinations and on assignments. The teaching method alone did not influence performance; rather it acted in combination with prior experience and instructor to produce performance differentials.
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