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Exploring the relationship between modularization ability and performance in the C++ programming language: the case of novice programmers and expert programmers.

Article Excerpt
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. Although statistical tests reported significant differences between the pretest and posttest scores, some caution must be exercised in interpreting these results. Metacognitive factors such as patience and confidence play roles in the problem-solving performance.

INTRODUCTION

A common finding in the literature is a frequent failure of conventional teaching methods to develop students' programming knowledge to the fullest. The OOP (Object-Oriented Programming) was developed by researchers in the late 1960s but has found its way into the mainstream of computing and the modern computing curriculum. The seminal work by Stroustrup at Bell Labs in C++ is basically the C programming language with OOP extensions. OOP concepts and design are now integral to development in many modern information systems.

Due to the interest in computers and the realization of the seemingly endless growth possibilities in the field, the number of novice programmers is at an all-time high. There is a need to understand planning and the use of other strategies to help these novices in acquiring computer skills and to make the teaching of programming more effective. This study concentrates on the possible relationship between performance and semantic knowledge among novice programmers, with an emphasis on the modularization and planning processes involved in the C++ programming language.

BACKGROUND

Oliver (1993) examined an instrument to measure the achievement of semantic programming knowledge among novice programmers. Results indicated strong evidence of developmental levels among the three knowledge components of the Algorithmic Process Test (APT). Strong achievement in the lower levels of semantic programming knowledge was also shown, but few students demonstrated achievement at the highest levels despite its critical importance for programming success.

Bailie (1990) investigated the modularization ability...

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