Evaluating the Effectiveness Roles of Variables in the Novice Programmers Learning

Abstract

This research applies the roles of variables to the novice programmers in the C language programming. The results are evaluated using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The participants were divided into an experimental group and a control group. The students from the control group learned programming in the traditional case-based teaching method. The students in the experimental group learned programming by applying the role-based approach to the case-based teaching method. For the purposes of determining the effects of the role-based teaching, the SOLO taxonomy was used to evaluate the results of the participants' final paper-pencil test. The SOLO level of the code reading and code writing was graded according to the SOLO categories for program comprehension and construction. Data analyses show that (a) there was a higher level of performance and cognitive ability in the experimental group, (b) there were some positive and significant correlations between student's final examination scores and their SOLO level of the code reading and code writing, and (c) the SOLO level of the code writing and code reading was significantly related. These results suggest that the role of variable is effective on improving novice programming.

A comparison of pre-service teachers’ variable misconceptions in various computer-programming preferences: findings to teacher education course

“…That is to say, if they are well understanding the variables, they might master learning in sequencing, brunching, and repeating algorithms concerning computer programming languages. When students have incomplete and incorrect understandings of variables, they will have difficulties writing programs (Shi et al, 2018). The research reported that undergraduate and K-12 novices mostly did incomplete and incorrect understandings of the purpose and ways to use the variables (Kwon, 2017).…”

“…Computer programming learning is fundamental for K-12 students to deepen their understanding of computer science skills (Fessakis et al, 2013). Furthermore, Shi et al (2018) argued that variables could be fundamental to effective writing computer programs.…”

Pedagogy of teaching introductory text‐based programming in terms of computational thinking concepts and practices

“…They concluded that nonlinear reading skills increased with expertize levels, and that instructors and students could monitor their own progress using eye-tracking tools. In a study of Shi et al [46], they evaluated the effectiveness roles of variables in novice programmers learning C programming, and found a strong positive correlation between their reading and writing, which suggested that students need to learn how to read programs before learning how to write them.…”

Novice programmer’s misconception of programming reflected on problem-solving plans

“…These results reveal that students did not understand the purpose and ways to use of variables. Regarding the issue, Shi, Cui, Zhang, and Sun (2017) suggest that novice programmers encounter difficulty understanding a code and writing a program when they do not figure out the functions of variables.…”