Enhancing problem‐solving skills of novice programmers in an introductory programming course

Novices should focus both on problem‐solving skills and programming knowledge (syntax and semantics) in learning to program. Most introductory programming courses pay more attention to programming knowledge. This study introduces a PAAM model (Problem Analysis Algorithmic Model) in the teaching–lear...

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Vydané v:Computer applications in engineering education Ročník 30; číslo 1; s. 174 - 194
Hlavní autori: Malik, Sohail Iqbal, Mathew, Roy, Al‐Sideiri, Abir, Jabbar, Jasiya, Al‐Nuaimi, Rim, Tawafak, Ragad M.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Hoboken Wiley Subscription Services, Inc 01.01.2022
Predmet:
Applications programs
E‐learning
Learning
Machine learning
novice programmer
problem‐solving skills
Programming
programming education
pseudo‐code
Semantics
Skills
Students
Teachers
Teaching
ISSN:1061-3773, 1099-0542
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Shrnutí:Novices should focus both on problem‐solving skills and programming knowledge (syntax and semantics) in learning to program. Most introductory programming courses pay more attention to programming knowledge. This study introduces a PAAM model (Problem Analysis Algorithmic Model) in the teaching–learning process of the introductory programming (IP) course. The model focuses on problem statement requirements (input, output, and process) and problem‐solving skills for novices. A web application was developed to offer the model in the course. Two surveys were conducted to collect the responses of IP students. Semistructured interviews were performed with the IP instructors. The final exam grades of the IP course over the last two semesters were compared to determine the impact of the PAAM model on the students gain. Results show that most students appreciated the model in the teaching–learning process of the course. The model helps students to develop problem‐solving skills (p = .002), understand problem statement inputs (p = .003), process (p = .004), outputs (p = .034), and motivates them to learn programming (p = .031). The application impacts positively on students' behavior and attitude toward completing the programming exercises in the course. Overall, the PAAM approach (11.1%) impacts positively by decreasing the attrition rate (9.9%) in the course when it is compared with the traditional approach (21.0%).
Bibliografia:ObjectType-Article-1
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ISSN:1061-3773
1099-0542
DOI:10.1002/cae.22450