Successful and unsuccessful problem solving approaches of novice programmers

Abstract

Learning to program continues to be challenging for many students. This paper reports on problem-solving approaches undertaken by pair programming students. We examine reasons why some approaches lead to success while others lead to failure. We also identify some aspects of the Java language that appear to lead to student misconceptions. Finally, we provide suggestions for educators interested in helping students learn successful approaches and avoid unsuccessful ones.

Learning Programming: A Model Emerging from Data

“…Other scholars reached the same conclusion [31]. [3] noted that when programming students get stuck, they frequently search the textbook for solutions. [6] reported that their subjects read, looked information up on the Internet, and used tools.…”

“…Furthermore, instructors can ask capable students to help struggling students. This approach is referred to as pair programming and is encouraged by many educators as an effective learning tool [3,20]. Comments added to the complementary learning skills open-ended question emphasized the importance of learning the logic of programming.…”

“…Reading an appropriate textbook correlates with practice [36]. As mentioned earlier, [3] noted that programming students frequently search the textbook for solutions when they encounter problems during programming sessions. At level 2, practice forks into 'Practice by solving problems from the textbook(s)' (Pra1) and 'Practice by developing code blocks or applications for novel situations' (Pra2).…”

“…In their study, pair programming increased student performance, self-efficacy, and confidence in asking questions. Furthermore, [3] showed that pair programming is an effective technique for helping students learn to program. Pair programming sounds promising because its proper implementation may immediately bring about desired outcome.…”

“…Many scholars have acknowledged that computer programming is not easy for many students [1][2][3][4][5][6][7][8]. Despite the wealth of general learning theories and research that addressed learning computer programming in particular [9,10], pessimism remains prevalent about their effects on classroom practice [11,12].…”