Difficulties In Learning Programming Research Articles

THE ACCEPTANCE OF AN EDUCATIONAL INTEGRATED DEVELOPMENT ENVIRONMENT TO LEARN PROGRAMMING FUNDAMENTALS

Programming is an important course for any IT or engineering-related course. However, previous research shows that students face difficulties in learning programming due to its abstract concepts. This study aims to evaluate the acceptance of a developed Integrated Development Environment (IDE), namely C-SOLVIS which is a web-based application that specifically intends to facilitate the teaching and learning of the C programming fundamentals in Malaysian tertiary education. The C-SOLVIS integrates problem-solving into a program development environment for the C language. The goal is to guide the users in problem-solving and help them write C programs based on problem-solving algorithms. The Rapid Application Development (RAD) Model was employed in the C-SOLVIS development process. Based on this model, the requirement planning phase was carried out through the triangulation technique by applying qualitative approaches comprising a literature review supported by semi-structured interviews, document reviews, and content validation by expert programming lecturers. Subsequently, the design of the application was accomplished through the iterative prototyping process which was then followed by the application construction. Then, the C-SOLVIS is deployed to be used by several programming lecturers to evaluate its usability by adopting a quantitative method using the System Usability Scale (SUS) questionnaire. The study has discovered several suitable techniques and designs for the problem-solving and program development environment. For the problem-solving environment, the Computational Thinking (CT) concepts were applied which were supported by the Input-Process-Output (IPO) Model through Scientific Instructions and Inquiries. Meanwhile, the program development environment was designed and developed based on frame-based programming using a set of developed Code Patterns. The C-SOLVIS evaluation using the SUS instrument has yielded a SUS mean score of 86.07. This score is interpreted by SUS as an A grade that indicates C-SOLVIS as a highly usable application and thus is accepted for C programming learning. Hence, the development process of the C-SOLVIS can be used as a guideline for educational software development, especially in the field of programming education.

A Blended Learning Approach

This study explored students’ motivation and difficulties in learning programming in a blended learning environment. The face-to-face classroom instructions were blended with digital learning instructions. The study adopted a convergent parallel design mixed methods research and involved 209 pre-university students. The findings were as follows: (i) Looping was hard. Students faced difficulties in program design, problem-solving, and debugging of repetition structures. (ii) Students with prior programming experience were more motivated to learn by innate psychological needs: autonomy and competence. (iii) Competence motivated students performed better in programming, but no significant findings for autonomy and relatedness motivated students. A blended learning environment must be structured around the nature of the subject to satisfy students’ innate psychological needs. Digital learning materials can support understanding of certain programming concepts, but teaching instructors play an important role in providing academic, mental, and emotional support.

A Flipped Classroom Framework for Teaching and Learning of Programming

Programming is a difficult subject that requires high analytical skills to comprehend students. Various strategies are introduced to improve difficulties in learning programming for students. This study examined four flipped classroom frameworks and was triangulated with the findings of document analysis from 44 articles related to flipped classrooms in programming. The articles were coded using five different codes emergent from the research questions. The coding produced 314 quotations related to the research questions. The purposes of the flipped classroom are to prepare students before class, give extra in-class time, and create an active learning environment in the classroom. The flipped classroom was implemented mostly in two phases: pre-class sessions and in-class sessions, with individual and collaborative work activities. Ensuring the participation of students in the activities outside the classroom is the biggest challenge in a flipped classroom, while preparing tools and activities is cumbersome to some lecturers. The pre-class activities focus on the introduction and theoretical topic. The implementation of flipped classrooms reported improving students' skills, competencies, and satisfaction in programming. The potential of exploring analysis and problem-solving activities in pre-class sessions while strengthening students' knowledge in post-class sessions seems to be assured. A flipped classroom framework for programming is proposed. The framework has three phases; pre-class, in-class, and post-class, with suggestions, activities, and motivational elements to complement the conceptual and technical needs in programming using flipped classroom approach.

An Overviuw Of The Teaching And Learning Process Basic Programming In Algorithm And Programming Courses

In this paper, we review the literature related to computer programming learning, where Algorithms and Programming are the topic domains of the Informatics and Computer science clusters. There are 4 competencies in learning outcomes, such as: 1) understand algorithmic concepts; 2) master algorithm concepts and principles; 3) master programming language concepts; and 4) master programming languages and algorithms. The main focus of this review is on beginner programming and topics related to student difficulties in learning programming. Various problems experienced by beginners were identified from the literature to some of the solutions offered by researchers.

Flipped Classroom in Programming Course: A Systematic Literature Review

The emerging trend technologies imply the increase in the new role of the future of jobs. Most of them required Computer Science-related skills a lot, especially programming. However, there is a skill gap for it. Some previous studies showed that many students feel difficulties in learning programming. In the last decades, there are many approaches to improve student’s learning achievement through active learning methods. One of those approaches is the Flipped Classroom (FC) method. This study presents a systematic literature review of the FC approach in the programming course. The aim of this study is to explore the strategy of FC implementation in the programming class. A total of 32 papers from ACM Digital Library and IEEE Xplore Digital Library are selected for this review. We found four types of implementation of FC in programming, with the variations of the in-class or out-class activities.

Analysis on the Requirements of Computational Thinking Skills to Overcome the Difficulties in Learning Programming

Programming has evolved as an effort to strengthen science, technology, engineering and mathematics (STEM). Programming is a complex process, especially for novices, since it requires problem-solving skills to solve problems of developing algorithms and programme codes. Problem-solving competencies, which are necessary as 21st-century skills, include a set of cognitive skills that are related to problem-solving and programme development or specifically known as computational thinking (CT) skills. In particular, this study quantitatively assessed the computational thinking skills in the context of programming, specifically on the difficulties in learning programming. From the perspectives of the instructors, the survey results highlighted the need to implement CT skills as an approach in teaching and learning programming. A model for teaching and learning programming is necessary as a guide for instructors in the teaching and learning process of programming.

Novice Programmer = (Sourcecode) (Pseudocode) Algorithm

Difficulties in learning programming often hinder new students as novice programmers. One of the difficulties is to transform algorithm in mind into syntactical solution (sourcecode). This study proposes an application to help students in transform their algorithm (logic) into sourcecode. The proposed application can be used to write down students’ algorithm (logic) as block of pseudocode and then transform it into selected programming language sourcecode. Students can learn and modify the sourcecode and then try to execute it (learning by doing). Proposed application can improve 17% score and 14% passing rate of novice programmers (new students) in learning programming.

An in-depth analysis of learning goals in higher education: Evidence from the programming education

<p class="JLDAbstract">Previous research has shown that, despite the importance of programming education, there is limited research done on programming education experiences from the students’ point of view and the need to do so is strong. By understanding the student behaviour, their learning styles, their expectation and motivation to learn, the quality of teaching can be improved. The goal of this paper is to examine the connection between educational theories and student-centred pedagogy via an empirical study. While research results have confirmed student difficulties in learning programming in terms of the retention and completion rates of the programming courses, we will propose some of the solutions to overcome these challenges. We will also classify the various definitions of learning goals both theoretically and empirically in order to further our understanding in the subject field. New research opportunities are opened in the applied work of a personalised learning environment.</p>

Using learning styles in learning objects: a case study in a colombian public university

Background: computer-programming courses aren’t easy to study. Some authors have studied the difficulties in learning programming to support developing learning materials for basic programming courses. In Colombia there is an approach to teaching programming using an active learning approach (Interactive Learning Objects – ILOs) as one of the components that reinforce their pedagogical model, by supporting the generation of high-level programming skills. Objective: we want to explore the possibilities of using Learning Styles and Team Learning to increase the learning levels of Computer Programming students. Methods: this study was applied outside of the classroom in order to encourage autonomous learning. To do this we’ll pick a sample and apply a series of comparative tests between research groups. Results: the objective was met by effectively showing that providing content based LS and team-based leaning can improve a student’s performance. The intervention group grades were better than those of the comparison group though they should be analyzed further to get a more accurate conclusion. Conclusion: This study will give us the chance to see whether the strategy can be applied to the Francisco de Paula Santander University students. Keywords: Active learning, informal learning, learning objects, learning styles, team-based learning

A study of the difficulties of novice programmers

Programming is related to several fields of technology, and many university students are studying the basics of it. Unfortunately, they often face difficulties already on the basic courses. This work studies the difficulties in learning programming in order to support developing learning materials for basic programming courses. The difficulties have to be recognized to be able to aid learning and teaching in an effective way.An international survey of opinions was organized for more than 500 students and teachers. This paper analyses the results of the survey. The survey provides information of the difficulties experienced and perceived when learning and teaching programming. The survey results also provide basis for recommendations for developing learning materials and approaches.

Not the computer but human interaction is the basis for cognitive development and education

A process description of two pupils working with a computer demonstrates that the pupils have great difficulties in learning programming. However, much research leaves the general impression that children do not encounter many problems when working with computers. Programming challenges higher mental functions, and ensures a cognitive development which has general value: a procedural thinking which may be transferred to other areas in the child's life. The implication is that the learning process is of “osmotic” character, “like learning French by living in France, … without being taught” ( Papert, 1980 , p. 4). Thus children may as well stay at home by the computer, instead of going to school. With the work process described as point of departure, a cognitive model is presented which is founded in human interaction. The model operates with three fundamental ways of cognition: the sensori-motor, the emotive and the symbolic — the latter seen here as language. Though they are presented independently, they must be considered a whole, the interaction between them being the basis for the development of human cognition throughout life. On the basis of this model, the theoretical frame of cognition worked within in much research is being questioned. It is argued that working with computers, learning programming demands much teaching, hence human interaction; and this is not a challenge which the computer in the home can meet.