Revealing the programming process

Bennedsen, Jens; Caspersen, Michael E.

doi:10.1145/1047124.1047413

Cited by 30 publications

(17 citation statements)

References 14 publications

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“…The reason why good mathematics ability encourages good performance in programming could be as a result of the fact that both Mathematics and Programming involves the ability to understand abstract concepts in solving problems. [46] stated that:…”

Section: Discussion Of Findingsmentioning

confidence: 99%

Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

Owolabi¹,

Olanipekun²,

Iwerima³

2014

GSTF J Comput

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Abstract-Computer programming which forms the major component of most technological inventions is perceived by most computer science students as difficult. Some researchers have also reported that failure rates in programming courses are between 30% and 40%. It has therefore become necessary to study factors that could influence achievement in programming. This study therefore investigated the interaction between some selected factors (mathematics ability, mathematics anxiety, computer anxiety, programming anxiety, age and gender) and achievement in Basic programming. The study adopted a correlational design with achievement in Basic programming as the dependent variable, while mathematics ability, mathematics anxiety, computer anxiety, programming anxiety, age and gender serve as the independent variables. Three scales namely; mathematics anxiety (r = 0.82), computer anxiety (r = 0.82) and programming anxiety (r = 0.82) rating scales were used for data collection. Data collected were analysed using Pearson Product Moment Correlation (PPMC) coefficient and multiple regression analyses.The result of the analysis showed that the correlation between mathematics ability and achievement in Basic programming are positive and significant. The composite effect of the factors under study on achievement in Basic programming is 20.8%. Efforts should be made to motivate students to improve their mathematics ability so as to improve programming performance and consequently improve efficiency in programming.

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Section: Discussion Of Findingsmentioning

confidence: 99%

Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

Owolabi¹,

Olanipekun²,

Iwerima³

2014

GSTF J Comput

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“…In the programming arena, a natural application of this technology would be in the creation of web-based lectures demonstrating and explaining, step-by-step, the process of writing, testing, and debugging code. Bennedsen and Caspersen (2005) highlight the value and cost-effectiveness of using "process recordings" of an expert programmer (for example, the teacher) solving a concrete programming problem, thinking aloud as he/she moves along. As compared with traditional classroom teaching methods such as programming on a blackboard, presenting finished code on transparencies, or live programming via a data projector, process recordings have the advantage of allowing students to revisit, in part or whole, the development process for clarification, reinforcement, and revision purposes.…”

Section: Overview Of Screencastingmentioning

confidence: 99%

“…As compared with traditional classroom teaching methods such as programming on a blackboard, presenting finished code on transparencies, or live programming via a data projector, process recordings have the advantage of allowing students to revisit, in part or whole, the development process for clarification, reinforcement, and revision purposes. Bennedsen and Caspersen (2005) suggest that these recordings should not be "perfect" -That is, they should not be artificially planned, scripted, or crafted, but rather should capture the actual programming process as naturally and authentically as possible. This includes the making of errors and their resolution, the integrated use of the development environment (IDE), referring to online documentation, and so on.…”

Section: Overview Of Screencastingmentioning

confidence: 99%

The Effectiveness of Screencasts and Cognitive Tools as Scaffolding for Novice Object-Oriented Programmers

Lee

Pradhan²,

Dalgarno³

2008

JITE:Research

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Executive SummaryModern information technology and computer science curricula employ a variety of graphical tools and development environments to facilitate student learning of introductory programming concepts and techniques. While the provision of interactive features and the use of visualization can enhance students' understanding and assist them in grasping fundamental ideas, the real difficulty for many students lies in making the transition from relying on the graphical features of these tools, to actually writing programming code statements in accordance with a set of plain English instructions.This article opens with a systematic review of the literature on alternative approaches to teaching object-oriented programming (OOP) to novice programmers. It then describes the rationale behind an "objects first, class user first" approach to introducing OOP, arguing for the use of interactive GUI-based visualization tools such as BlueJ as cognitive tools to allow learners to represent and manipulate their mental models or schemas. Finally, it reports on a study involving a cohort of students undertaking an introductory OOP unit in Java. The study investigated the effectiveness of: (i) the graphical features of BlueJ as a cognitive tool while performing coding tasks as part of a test; and (ii) the use of screencasts (video screen captures) of BlueJ to provide scaffolding during learning, which involves the provision of temporary support structures to assist learners in attaining the next stage or level in their development. The screencasts were used in conjunction with a series of structured exercises by providing an intermediate stepping stone to ease the transition to the writing of program code.The study found no significant effect of screencasts during the learning phase of the study, and no significant effect of BlueJ during testing. This result runs counter to theoretical predictions and consequently is important both for researchers focusing on the pedagogy associated with learning programming as well as those interested in the broader applications of animated instructional resources and cognitive tools.In the article, the authors postulate a number of reasons for the lack of significant effects to sup-port their hypotheses. Firstly, it is possible that Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission. Screencasts and Cognitive Tools for Novice ...

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“…Recently, some work in this area has been published. For example, Bennedsen & Caspersen argue for the necessity of teaching a systematic programming process and demonstrate ways to apply programming strategies and techniques [5]. A further discussion of related work is provided in section 5.…”

Section: Remember When I First Learned To Program I Had a Couple Omentioning

confidence: 99%

A novice's process of object-oriented programming

Caspersen

Kölling

2006

Companion to the 21st ACM SIGPLAN Symposium on Object-Oriented Programming Systems, Languages, and Applications

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Exposing students to the process of programming is merely implied but not explicitly addressed in texts on programming which appear to deal with 'program' as a noun rather than as a verb.We present a set of principles and techniques as well as an informal but systematic process of decomposing a programming problem. Two examples are used to demonstrate the application of process and techniques.The process is a carefully down-scaled version of a full and rich software engineering process particularly suited for novices learning object-oriented programming. In using it, we hope to achieve two things: to help novice programmers learn faster and better while at the same time laying the foundation for a more thorough treatment of the aspects of software engineering.

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Revealing the programming process

Cited by 30 publications

References 14 publications

Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

The Effectiveness of Screencasts and Cognitive Tools as Scaffolding for Novice Object-Oriented Programmers

A novice's process of object-oriented programming

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