ERIC Number: EJ728956
Record Type: Journal
Publication Date: 2006
Exploring the Relationship between Modularization Ability and Performance in the C++ Programming Language: The Case of Novice Programmers and Expert Programmers
Vodounon, Maurice A.
Journal of Computers in Mathematics and Science Teaching, v25 n2 p197-207 2006
The primary purpose of the study was to determine if a treatment that concentrates on building programs from previously written modules can improve the decomposition processes of novice programmers in the C++ programming language and, hence, programming performance. For purposes of performance analysis, a subsample of 23 students was divided into high- and low-performing groups based on calculus test and first C++ programming course scores. Pretest and posttest programming tests were administered to measure performance, and a questionnaire was administered after each test. A significant difference was found between the pretest and posttest mean scores. Students were also videotaped while solving the computer programs. Protocols and audiotaped interviews of these students supported many of the questionnaire findings. A comparison of the 65 questionnaire responses of the two groups indicated several statistical differences as well. Low-performing students improved their ability to divide problems into subproblems, but devoted less time to programming. These students experienced frustration and gave up more often, whereas the high-performing students experienced strong achievement in the ability to think logically and divide a problem into subproblems. Therefore, they were more patient, confident, and persistent in building programs. (Contains 6 tables.)
Descriptors: Programming, Programming Languages, Performance Based Assessment, College Students, Academic Ability, Problem Solving, Learning Modules, Comparative Analysis
Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A