Object-oriented Programming Course Research Articles

Comparative Analysis of Machine Learning Models for Predicting Student Success in Online Programming Courses: A Study Based on LMS Data and External Factors

Early prediction of student performance in online programming courses is essential for implementing timely interventions to enhance academic outcomes. This study aimed to predict academic success by comparing four machine learning models: Logistic Regression, Random Forest, Support Vector Machine (SVM), and Neural Network (Multilayer Perceptron, MLP). We analyzed data from the Moodle Learning Management System (LMS) and external factors of 591 students enrolled in online object-oriented programming courses at the Universidad Estatal de Milagro (UNEMI) between 2022 and 2023. The data were preprocessed to address class imbalance using the synthetic minority oversampling technique (SMOTE), and relevant features were selected based on Random Forest importance rankings. The models were trained and optimized using Grid Search with cross-validation. Logistic Regression achieved the highest Area Under the Receiver Operating Characteristic Curve (AUC-ROC) on the test set (0.9354), indicating strong generalization capability. SVM and Neural Network models performed adequately but were slightly outperformed by the simpler models. These findings suggest that integrating LMS data with external factors enhances early prediction of student success. Logistic Regression is a practical and interpretable tool for educational institutions to identify at-risk students, and to implement personalized interventions.

Implementation of Project-Based Visual Programming Modules on Problem-Solving Skills Information Technology Education students to Support the SDG’s

Students in the Information Technology Education program need to master programming languages as an essential part of their competencies to support educational goals. One of the courses that require programming proficiency is Visual Programming or desktop-based programming. Problem-solving skills are crucial in the development of desktop-based applications. This study aims to analyze the visual programming problem-solving abilities of PTI students in supporting the SDGs through the implementation of the project-based visual programming module. This research employs a quantitative approach with a pre-experimental design of the One-Group Pretest-Posttest type. The sampling technique used is purposive sampling, involving 15 students currently taking the object-oriented programming course. The data used in this study consists of the test results of problem-solving abilities through the final project. Based on the analysis, the project-based visual programming module has been proven effective in improving students' problem-solving skills, as indicated by the paired sample t-test with a significance value of 0.002 < 0.05. In conclusion, there is a significant difference in students' problem-solving abilities before and after using the project-based module. The improvement in students' problem-solving skills through this module is considered high, with an N-Gain score of 0.839.

Improving Student Engagement and Success in Computer Programming Courses through Social Learning in Online Environments

This paper addresses the necessity to enhance the effectiveness of online learning (OL) environments by examining the influence of social interactions on learner motivation, engagement, and success, specifically focusing on online computer science education (CSE). Acknowledging the limitations of peer-to-peer and learner-to-teacher interactions on online platforms, this paper delves into the potential of social learning (SL) organized through learner groups, communities, or networks to significantly enrich the learning experience. To test the hypothesis that SL positively impacts student outcomes, an experiment was conducted with 49 engineering students divided into two groups. The first group undertook an object-oriented programming course in C++ using the Moodle platform, while the second group, in addition to the online course, participated in asynchronous group activities through forums and synchronous interactions via chat. The results reveal a notable positive impact of SL on student outcomes, with participants in the second group reporting higher satisfaction levels and achieving superior results compared to those in the first group. The findings underscore the significance of integrating social interaction into OL environments, with potential implications for enhancing the overall quality of education and student performance in society.

Development of the ITSJava Application as a Computer-assisted Learning Media in Object-Oriented Programming Courses

This research aims to develop ITSJava application as an interactive learning media for object-oriented programming (OOP) course in information technology education programme at Gorontalo State University. ITSJava was developed using the Personal Xtreme Programming (PXP) development method which consists of six stages: needs identification, planning, initial iteration, design, implementation, and system testing. The results of system testing show that the ITSJava application is suitable for use as a medium for learning OOP. This system can help students learn OOP in an interactive and adaptive way to students' learning styles. Hopefully, this system can be further developed by adding a unit test function to ensure the accuracy of the program code written by students and ensure that the code runs according to the expectations and logic expected by the lecturer.

Examining the Foreign Language Writing Experiences of Computer Engineering Students

<i>Identifying the relation between the processes of programming and foreign language writing may lead to new directions for programming language and natural language focused instructional design. The present qualitative case study supported by quantitative data investigated foreign language writing experiences of computer engineering students taking an object-oriented programming course. Forty-five sophomores learning programming and academic English simultaneously in a foundation university in Ankara, Turkey, were selected purposefully for the case study. There were two data sources (students’ opinions and documents) and three data collection tools (a semi-structured interview, a short diary, and a composition. In terms of the findings of the research, four themes were obtained; however, only the use of metacognitive strategies will be explained in detail due to the length of the study. Participants stated that they feel the positive effects of programming experience on the use of self-evaluation strategy and that there are similarities and differences between the processes of programming and foreign language writing. Participants’ views on the effect of programming on foreign language writing did not differ according to their writing and programming performance scores. Participants stated that programming experience may have an effect on the use of metacognitive language learning strategies in the writing process. Upon analyzing participants’ comments, it is understood that programming experience does not hinder the use of metacognitive strategies but has a role in supporting and reinforcing their use. It is suggested that multiple case studies be done for similar views on the effects of programming and that each finding be proven by quantitative studies. </i>

Reform of Blended Online and Offline Teaching in the Object-oriented Programming Course

Reform of Blended Online and Offline Teaching in the Object-oriented Programming Course

Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises

This research paper explores the effectiveness of live coding as an active learning methodology in teaching programming, particularly in the context of diverse learning styles. Live coding, characterized by real-time coding demonstrations by instructors, has been increasingly adopted to enhance the learning experience in programming education. It offers immediate feedback, demonstrates problem-solving in action, and allows instructors to incorporate student suggestions, making it a dynamic and engaging teaching tool. However, its effectiveness varies among students with different learning preferences. This study investigates the impact of various learning style dimensions, as defined by the Felder–Silverman model, on the effectiveness of live coding in an introductory object-oriented programming course. The study was conducted at Aalborg University, Denmark, with students from the BSc Software program. It aims to provide empirical evidence on how different learning style dimensions influence student preferences and the effectiveness of live coding, offering insights to educators for tailoring active learning methodologies in programming courses to diverse learner needs.

QUALITY OF BLENDED LEARNING COURSES: STUDENTS’ PERSPECTIVE

This research paper focuses on studying students' perspectives on the quality of online course developed to support traditional face-to-face learning, specifically exploring their satisfaction levels. The study aims to identify the factors influencing student satisfaction and their impact on academic performance. A questionnaire was developed, consisting of four evaluated areas: course content and design, organization and preparation of training, communication and support in the learning process, and evaluation. The questionnaire was administered to 51 students who completed an Object-Oriented Programming course. The collected data was analysed using statistical techniques, including skewness and kurtosis indexes, Cronbach's alpha coefficients, average variance extracted (AVE), composite reliability (CR), and principal component analysis (PCA). The findings revealed a generally positive perception of course content, organization, communication, and evaluation with specific areas identified for improvement. The findings emphasize the importance of addressing students' satisfaction to enhance the overall quality of blended learning courses. The study contributes to the existing literature on student satisfaction with learning courses for blended learning. It highlights the need for institutions to prioritize course quality to meet students' expectations and needs.

Jobsheet Elektronik berbasis Project Based Learning Matakuliah Pemograman berorientasi Objek

One of the practicum courses in the Informatics and Computer Engineering Education Study Program (PTIK) is Object-Oriented Programming. Practical learning still uses printed job sheets, so the practical process is less systematic. The research aims to produce a valid and practical electronic job sheet based on project-based learning (PjBL) in object-oriented programming courses. The research method used is research and development with the four-dimensional development model, namely: define (definition), design (design), develop (development), and disseminated (deployment). The research instruments were a validity sheet and a practicality questionnaire. The data analysis technique used is descriptive analysis in the form of percentage validity tests and practicality tests. The validity analysis was carried out by design experts and material experts, while the practicality analysis was completed by 23 students of the PTIK FKIP Bung Hatta University study program. The result of this research is a PjBL-based electronic job sheet, which was declared valid by validators at 86% based on aspects of presentation, writing, programming, content, and language. The practicality results that students fill out on the electronic job sheet meet the practical criteria of 84.6% in terms of usage, benefits, appearance, and language aspects. Therefore, this jobsheet can be used according to student needs as a digital learning resource in practical activities.

Didactic Notes on Using Unnamed Clases, Non-Static Main Methods and Records in Introductory Object-Oriented Programming Courses with Java 21

Didactic Notes on Using Unnamed Clases, Non-Static Main Methods and Records in Introductory Object-Oriented Programming Courses with Java 21

Psychomotor Skills-Self Renewal Capacity of Students with the PACE Model based on Project Based Learning

Psychomotor abilities in students' self renewal capacity are still low in competence in practicing MySQL databases so it is estimated that students have problems in completing the final assignment project in object oriented programming courses. This study aims to improve students' psychomotor abilities in completing their final project through the implementation of the use of the PACE model based on project based learning. PACE is a learning model based on constructiveness with phases: Project, Activity, Cooperative Learning and Exercise, this model is suitable to be combined with project based learning to increase students' self renewal capacity in doing programming practice. This type of research is descriptive with a qualitative approach. There were 23 students of the Informatics Engineering Education study program as the subject of this research. The results showed that the average score of students' psychomotor skills is 81,2% with very good criteria. Then Self renewal capacity shows a percentage of 71.7% with good criteria. In conclusion, the application of the PACE model based on Project Based Learning in object-oriented programming courses can be an alternative to increase self-renewal capacity in students' psychomotor abilities.

Analysis of the learning object-oriented programming factors

<span lang="EN-US">Students often feel overwhelmed by object-oriented programming courses. They find it difficult and complex to learn, requiring a high cognitive load to use the concepts in coding. These issues lead to demotivation in learning programming. This research aims to identify and verify factors that contribute to learning object-oriented programming from two perspectives: interviews and surveys. A literature review was conducted to identify these factors, followed by interviews with five experts who have been teaching object-oriented programming for over ten years to confirm them. Based on the interview results, a questionnaire was developed and administered to 31 bachelor students and 19 lecturers with master’s or doctorate degrees in computer science. The responses indicated that the identified factors were acceptable, with scores ranging from 3.74 to 4.65. The outcomes of this study are a set of factors that should be considered in a programming environment to improve the teaching and learning of object-oriented programming and make it more accessible and engaging for students.</span>

Electronic problem book on design patterns: Implementation and use

The article is dedicated to the problems associated with organizing the practical component of object-oriented programming (OOP) courses. A review of current learning resources for OOP courses reveals a lack of learning assignments related to design patterns, which are essential components of modern OOP theory. To solve this problem, the author proposes using a specialized training resource — an electronic problem book on object-oriented design patterns. The features of the design patterns e-taskbook are described in detail and an example of its implementation is given: the Programming Taskbook for OOP, which includes tasks related to 21 classic design patterns, as well as an introductory group of tasks dedicated to the principles and techniques of OOP.The article emphasizes the novelty of this approach, noting that unlike traditional problem books, the Programming Taskbook for OOP not only contains the wording of tasks, but also provides the courseware with input data and automatic verification of the proposed solution. Another important feature of the book is its versatility: the tasks can be performed in different languages and different programming environments, which allows to easily adapt the book for use in various undergraduate and graduate courses. Finally, the author presents his experience using the Programming Taskbook in OOP courses.

From Observation to Active Learning: A Collaborative Learning Approach for Object Oriented Programming Course

Abstract: Collaborative learning using Active Learning Strategies (ALS) and Information Communication Technology (ICT) tools in programming subjects facilitate the studentsinstructors into effective ways to make everyone engaged in Teaching Learning Process. In such learning, learners required to respond one another’s ideas. Teachers are the key players in collaborative learning process by launching the learning environment, accommodating student requirements and ensuring the classroom activities. In this study, benefits of ALS and ICT tool usages have been analyzed for the Object-Oriented Programming course offered to engineering undergraduates. The impacts are analyzed in terms of teaching methodology, practicing lab, pass percentage, course outcome attainment, internal and terminal test performances and course exit survey. The outcomes indicate that, ALS and ICT approach yields positive result in performance. Keywords: Collaborative Learning, Active Learning Strategies, Information and Communication Technology, Online Learning, Object Oriented Programming, Course Outcome, Pedagogy.

A Systematic Literature Review of Teaching and Learning on Object-Oriented Programming Course

Object-oriented programming is a paradigm that allows us to write programs by modeling real-world things in the form of classes and objects. The main goal of Object-oriented programming is to develop software that integrates various attributes, such as reusability, maintainability, and reliability. Many researchers have identified various problems and proposed concrete solutions regarding the teaching and learning process of Object-oriented programming courses. However, a map of problems and solutions is needed that summarizes what has been discussed by previous researchers so that it can be seen what the core problems related to learning in Object-oriented programming courses. In this study, we conducted a systematic literature review on course problems and solutions in OOP learning. For that purpose, we considered research works published from 2017 to 2021 in IEEE Xplore, ACM Digital Library, and Google Scholar as many as 9664 articles based on search keywords. The method used in the SLR performs three stages, namely planning, implementation, and reporting. From the SLR process, there are 60 articles for our research and review them from related issues from three aspects, namely students, content and technology, and lecturers. Based on the analysis, four major problems were identified, namely the complexity and abstraction of the material, the learning model, the lecture time, and the background and experience of students. The majority of researchers propose the development of learning media or the development of learning models.

Teaching reform and practice of object-oriented programming course

This article aims at the deficiencies in the teaching of object-oriented programming courses in our school, guided by the OBE teaching concept, and aimed at cultivating applied talents. On the one hand, carry out teaching reform and practice, and carry out the design of the ideological and political education system of the course,so as to fully mobilize the initiative and enthusiasm of students,stimulate students' innovative ability, effectively cultivate students' innovative thinking ability and unity and cooperation ability, and then improve students' ability to solve problems.To provide guarantee for improving the quality of personnel training.

Effect of Collaborative Programming on Students Achievement Learning Object-Oriented Programming Course

Employers need qualified human resources with high competitiveness and employability skills to compete in the age of technological disruption especially collaborative work. IT Students could fill the profile. Nevertheless, teachers still face challenges in teaching object-oriented programming (OOP) to students who struggle with complexity that involves a level of abstraction necessary to understand the concepts. The objective of this paper is to discern and study the overall effects non-real-time collaborative programming using Media Wiki in OOP courses. According to the quasi-experimental method conducted among 56 students majoring in Informatics, and utilizing Media Wiki, a collaborative programming learning model has been applied. The study was divided into an experimental class of 30 students and a control class of 26 students. The survey results show that students get better programming achievement. There is a decrease in the level of OOP abstraction by students. Students’ collaborative experience increases and indirectly improves their collaboration skills. After the experiment, students were asked to complete an online questionnaire mainly occurred to assess the effectiveness of the teaching and learning method using of Media Wiki for collaborative programming. As results, the students report that they are able to assimilate complex concepts and code more easily in collaborative learning using Media Wiki.

Smart Analysis of Learners Performance Using Learning Analytics for Improving Academic Progression: A Case Study Model

In the current COVID-19 pandemic era, Learning Management Systems (LMS) are commonly used in e-learning for various learning activities in Higher Education. Learning Analytics (LA) is an emerging area of LMS, which plays a vital role in tracking and storing learners’ activities in the online environment in Higher Education. LA treats the collections of students’ digital footprints and evaluates this data to improve teaching and learning quality. LA measures the analysis and reports learners’ data and their activities to predict decisions on every tier of the education system. This promising area, which both teachers and students can use during this pandemic outbreak, converges LA, Artificial Intelligence, and Human-Centered Design in data visualization techniques, semantic and educational data mining techniques, feature data extraction, etc. Different learning activities of learners for each course are analyzed with the help of LA plug-ins. The progression of learners can be monitored and predicted with the help of this intelligent analysis, which aids in improving the academic progress of each learner in a secured manner. The Object-Oriented Programming course and Data Communication Network are used to implement our case studies and to collect the analysis reports. Two plug-ins, local and log store plug-ins, are added to the sample course, and reports are observed. This research collected and monitored the data of the activities each students are involved in. This analysis provides the distribution of access to contents from which the number of active students and students’ activities can be inferred. This analysis provides insight into how many assignment submissions and quiz submissions were on time. The hits distribution is also provided in the analytical chart. Our findings show that teaching methods can be improved based on these inferences as it reflects the students’ learning preferences, especially during this COVID-19 era. Furthermore, each student’s academic progression can be marked and planned in the department.

Game Elements towards More Sustainable Learning in Object-Oriented Programming Course

Gamification of education is considered to have the capacity to increase students’ engagement in a learning process; to drive learning and skills acquisition; and creates changes for more sustainable behavior. Sustainable behavior is especially important in studying the initial courses at a university. Object-oriented programming (OOP) is such a course in the studies for a programmer’s diploma. We applied four elements of gamification: experience points, interactive content, local team, and global team. A local team is dedicated specifically to the OOP course, but all other game elements can be applied to any course. The course was implemented in a Moodle platform, where two additional plugins for experience points and interactive content were employed. Research using the implemented gamified course in the teaching process was carried out during the fall semester in 2020 and results compared to two previous non-gamified course years. A statistically insignificant increase in the mean grade was observed. Nevertheless, the gamified course resulted in a 7% decrease in the number of students who had to retake the OOP course compared to the year 2019. The gamified course also resulted in a drastic decrease in the number of students requiring a second attempt to pass the course’s exam. The obtained results demonstrate that the gamification of OOP course resulted in more sustainable behavior of the students. Based on the results of students’ questionnaires, we highly recommend using global team game element as it showed a positive effect on students’ engagement when the number of participating students is large.

Improving Course Learning Outcomes Object-Oriented Programming through Blended Learning

Object-Oriented Programming (OOP) is one of computer students' competencies to have. However, students in computers at the University of Technology Mataram have always had more than 50% of their students have grades below B in the last three years. Based on the analysis, literature review, and existing problems, research was carried out by developing a blended learning model by adopting a blended learning lab rotation to improve student learning outcomes in OOP courses. The learning model is supported by learning materials with facilities in the form of learning modules (equipped with practice questions, pre-tests, and post-tests), video tutorials, facilities for discussion and collaboration, and material in presentation slides. The research method used is Research and Development (R&D) by implementing an existing model that combines two learning development models, namely the Borg & Gall Model and the Dick & Carey Model, whose overall steps are called the Step of System Approach Model of Educational Research and Development. The feasibility test was carried out through expert validity tests. The application of this blended lab-rotation-based learning model effectively improved student learning outcomes in OOP courses. This is shown through the product effectiveness test, where the average value of the post-test reached 80.40, with the number of students declared complete in achieving the minimum standard set at 85%. The increase in student learning outcomes in this OOP course is quite significant, reaching 50% of the pre-test average value, only 57.20, with the number of students declared complete by 35%.