Programming Skill, Knowledge, and Working Memory Among Professional Software Developers from an Investment Theory Perspective

Bergersen, Gunnar R.; Gustafsson, Jan‐Eric

doi:10.1027/1614-0001/a000052

Cited by 55 publications

(38 citation statements)

References 32 publications

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“…On the other hand, in this study, it was realized that the students who have graduated from vocational school failed although they were took many programming lessons. This situation supports the findings of that programming experience has a nondirective effect on programming success (Bergersen & Gustafsson, 2011;Jegede, 2009). According to Bergersen and Gustafsson (2011), programming experience affects primarily programming knowledge, and then programming knowledge affects programming success.…”

Section: Resultssupporting

confidence: 80%

“…This situation supports the findings of that programming experience has a nondirective effect on programming success (Bergersen & Gustafsson, 2011;Jegede, 2009). According to Bergersen and Gustafsson (2011), programming experience affects primarily programming knowledge, and then programming knowledge affects programming success. Self-efficacy is considered as the other mediator variable that affects the success of programming in conjunction with experience.…”

Section: Resultssupporting

confidence: 80%

“…Programming skill has been described as an important instrument in developing higher-order thinking skills of the individual (Papert, 1991 as cited in Fessakis, Gouli & Mavrodi, 2013). It has an important role especially in developing problem solving skills (see, Ambrosio et al, 2011;Bergersen & Gustafsson, 2011) at all education levels and therefore attracting the attention of the researchers (Fessakis, Gouli & Mavrodi, 2013). In addition, programming tools are considered as powerful tools with which students can solve problems by editing, analyzing, evaluating and explaining their thoughts clearly (diSessa & Abelson, 1986).…”

Section: Inroductionmentioning

confidence: 99%

“…Recently, there has been a trend related to the discovery of the predictors of programming skills and the cause of the failure in programming courses (Ferrer-Mico, Fernandez & Sanchez, 2012;Hwang et al, 2012;Shaw, 2012;Lau & Yuen, 2011;Lau & Yuen, 2009;Sivasakthi & Rajendran, 2011;Hawi, 2010;Jegede, 2009). Studies on this issue show that programming success is affected by factors such as gender (Yurdugül & Aşkar, 2013;Sullivan & Bers, 2012;Lau & Yuen, 2011), programming experience (Bergersen & Gustafsson, 2011;Lau & Yuen, 2011;Jegede, 2009), academic achievement and mathematic performance (Lau & Yuen, 2009;Ambrosio et al, 2011), self-efficacy (Jegede, 2009;Altun & Mazman, 2012) and problem solving skills (Yurdugül & Aşkar, 2013;Fessakis, Gouli & Mavroudi, 2013). Therefore, investigation of factors affecting success in programming courses can increase in student success in these courses which is mandatory and is mostly perceived as difficult.…”

Section: Inroductionmentioning

confidence: 99%

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Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Özmen¹,

Altun²

2014

TOJQI

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Programming courses become prominent as one of the courses in which undergraduate students are unsuccessful especially in departments which offer computer education. Students often state that these courses are quite difficult compared to other courses. Therefore, a qualitative phenomenological approach was used to reveal the reasons of the failures of the undergraduate students in programming courses and to examine the difficulties they confronted with programming. In this scope, the laboratory practices of the Internet Programming course were observed in fall term of the 2013-2014 academic year in a university at central Anatolia. Interviews were made with 12 undergraduate students taking this course. Finally, the difficulties students experienced in the programming were determined as programming knowledge, programming skills, understanding semantics of the program, and debugging. Students emphasized that the biggest causes of failure in programming languages are lack of practice, not using algorithms and lack of knowledge. In addition, it was seen that the students who had high programming experience possess higher programming success and self-efficacy related to programming.Keywords: Programming; programming language; programming experience. ÖzProgramlama dersleri, özellikle bilgisayar eğitimi veren bölümlerde üniversite öğrencilerinin en başarısız olduğu derslerden biri olarak öne çıkmaktadır. Öğrenciler bu dersleri diğer derslere oranla oldukça zor bulduklarını ifade etmektedirler. Bu doğrultuda, üniversite öğrencilerinin programlama derslerindeki başarısızlıklarının nedenlerini ortaya koymak ve programlama sürecinde yaşadıkları zorlukları incelemek amacıyla nitel araştırma yöntemlerinden biri olan fenomenoloji yaklaşımı kullanılmıştır. Bu kapsamda, 2013-2014 yılı güz döneminde Türkiye'de bir devlet üniversitesinde İnternet Tabanlı Programlama dersinin laboratuvar etkinlikleri gözlemlenmiş ve bu derse devam eden 12 öğrenci ile görüşme yapılmıştır. Sonuç olarak, öğrencilerin programlama sürecinde yaşadıkları zorluklar programlama bilgisi, programlama becerisi, programın mantığını kavrama ve hata ayıklama olarak belirlenmiştir. Öğrenciler, programlamadaki başarısızlıklarının en büyük nedenlerini pratik eksikliği, algoritma oluşturmama ve bilgi eksikliği olduğunu vurgulamışlardır. Ek olarak, programlama deneyimi yüksek olan öğrencilerin programlama başarılarının ve programlamaya ilişkin öz yeterlilik algılarının yüksek olduğu görülmüştür.Anahtar Sözcükler: Programlama; programlama dili; programlama deneyimi.

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Section: Resultssupporting

confidence: 80%

Section: Resultssupporting

confidence: 80%

Section: Inroductionmentioning

confidence: 99%

Section: Inroductionmentioning

confidence: 99%

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Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Özmen¹,

Altun²

2014

TOJQI

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“…Six different developers completed the three maintenance tasks individually. The developers were recruited from a pool of 65 participants of a previously completed study on programming skill [19]. All the selected developers had been evaluated to have a similar good level of development skill, and of English skill for the purpose of the study.…”

Section: B Maintenance Tasks and Developersmentioning

confidence: 99%

Do Code Smells Impact the Effort of Different Maintenance Programming Activities?

Soh

Yamashita

Khomh

et al. 2016

2016 IEEE 23rd International Conference on Software Analysis, Evolution, and Reengineering (SANER)

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Abstract-Empirical studies have shown so far that code smells have relatively low impact over maintenance effort at file level. We surmise that previous studies have found low effects of code smells because the effort considered is a "sheer-effort" that does not distinguish between the kinds of developers' activities. In our study, we investigate the effects of code smells at the activity level. Examples of activities are: reading, editing, searching, and navigating, which are performed independently over different files during maintenance. We conjecture that structural attributes represented in the form of different code smells do indeed have an effect on the effort for performing certain kinds of activities. To verify this conjecture, we revisit a previous study about the impact of code smell on maintenance effort, using the same dataset, but considering activity effort. Six professional developers were hired to perform three maintenance tasks on four functionally equivalent Java Systems. Each developer performs two maintenance tasks. During maintenance task, we monitor developers' logs. Then, we define an annotation schema to identify developers' activities and assess whether code smells affect different maintenance activities. Results show that different code smells affect differently activity effort. Yet, the size of the changes performed to solve the task impacts the effort of all activities more than code smells and file size. While code smells impact the editing and navigating effort more than file size, the file size impacts the reading and searching activities more than code smells. One major implication of these results is that if code smells indeed affect the effort of certain kinds of activities, it means that their effects are contingent on the type of maintenance task at hand, where some kinds of activities will become more predominant than others.

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An Activity-based Design Case for Step-by-step Teaching of Programming to Secondary School Students

Erümit¹

2020

Handbook of Research in Educational Communications and Technology

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Programming Skill, Knowledge, and Working Memory Among Professional Software Developers from an Investment Theory Perspective

Cited by 55 publications

References 32 publications

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Do Code Smells Impact the Effort of Different Maintenance Programming Activities?

An Activity-based Design Case for Step-by-step Teaching of Programming to Secondary School Students

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