The document discusses a study that investigated the difficulties faced by 105 polytechnic students in Malaysia in learning fundamental programming courses. The study found that students had moderate understanding of topics like multidimensional arrays, loops, and functions. Students struggled most with understanding the abstract concepts of variable positions in memory during program execution. They also faced difficulties in understanding basic programming structures and designing programs to solve tasks. While practical lab activities helped students learn programming, a major challenge was lecturers not providing enough examples. Most students agreed that visualization tools could help facilitate learning programming by helping them understand program execution.
Adaboost-multilayer perceptron to predict the student’s performance in softwa...journalBEEI
Software Engineering (SE) course is one of the backbones of today's computer technology sophistication. Effective theoretical and practical learning of this course is essential to computer students. However, there are many students fail in this course. There are many aspects that influence a student's performance. Currently, student performance analysis methods just focus on historical achievement and assessment methods given in the class. Need more research to predict student's performance to overcome the problem of student failing. The objective of this research is to perform a prediction for student's performance in the SE using enhanced Multilayer Perceptron (MLP) machine learning classification with Adaboost. This research also investigates the requirements of each student before registering in this course. This research achieved 87.76 percent accuracy in classifying the performance of SE students.
THE IMPACT OF USING VISUAL PROGRAMMING ENVIRONMENT TOWARDS COLLEGE STUDENTS’ ...ijma
ABSTRACT
This study aimed to identify the impact of using a visual programming environment on college students’ achievement and understanding when learning computer programming. In this quasi-experimental study, 91 students were divided systematically into an experimental group (53 students) and a control group (38 students). The experimental group were exposed with a visual programming environment while the control group were using an ordinary text-based programming environment. Data was collected using pre-test and post-test, then analysed using paired t-test, independent sample t-test and thematic content analysis. A significant increase in the students’ achievement was recorded during the paired t-test for both groups. However, there is no significant difference in the students’ achievement between the groups. Surprisingly, the thematic analysis showed that students’ understanding in the experimental group were improved relatively better than in the control group. Thus, we conclude that visual programming environment have better impact to the students’ understanding.
Software Engineering education and teachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through various teaching approaches to make a positive impact on learning which has now
got reduced to monotonous lecturing.
Software Engineering Education and TeachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through different teaching approaches to make a positive impact on learning which has now got reduced to monotonous lecturing.
Investigation of Attitudes Towards Computer Programming in Terms of Various V...ijpla
This study aims to determine the attitudes of individuals towards computer programming in terms of
various variables. The study group consists of the students of Kastamonu University Department of
Computer Education and Instructional Technologies Teaching (CEIT), Department of Computer
Engineering, and Department of Computer Programming. Data were collected via Attitude towards
Computer Programming Scale (AtCPS).The results of this study show that students have neutral attitudes
towards computer programming in general. Male computer programming students have significantly
higher attitudes towards programming in comparison to female computer programming students. In
addition, attitude towards computer programming statistically varies by grade. The higher is grade, the
lower is attitude. The more time CEIT and computer programming students spend on computer for
programming purposes daily, the more positive attitudes they have towards programming. Attitude
significantly varies by graduated high school only among CEIT students.
Adaboost-multilayer perceptron to predict the student’s performance in softwa...journalBEEI
Software Engineering (SE) course is one of the backbones of today's computer technology sophistication. Effective theoretical and practical learning of this course is essential to computer students. However, there are many students fail in this course. There are many aspects that influence a student's performance. Currently, student performance analysis methods just focus on historical achievement and assessment methods given in the class. Need more research to predict student's performance to overcome the problem of student failing. The objective of this research is to perform a prediction for student's performance in the SE using enhanced Multilayer Perceptron (MLP) machine learning classification with Adaboost. This research also investigates the requirements of each student before registering in this course. This research achieved 87.76 percent accuracy in classifying the performance of SE students.
THE IMPACT OF USING VISUAL PROGRAMMING ENVIRONMENT TOWARDS COLLEGE STUDENTS’ ...ijma
ABSTRACT
This study aimed to identify the impact of using a visual programming environment on college students’ achievement and understanding when learning computer programming. In this quasi-experimental study, 91 students were divided systematically into an experimental group (53 students) and a control group (38 students). The experimental group were exposed with a visual programming environment while the control group were using an ordinary text-based programming environment. Data was collected using pre-test and post-test, then analysed using paired t-test, independent sample t-test and thematic content analysis. A significant increase in the students’ achievement was recorded during the paired t-test for both groups. However, there is no significant difference in the students’ achievement between the groups. Surprisingly, the thematic analysis showed that students’ understanding in the experimental group were improved relatively better than in the control group. Thus, we conclude that visual programming environment have better impact to the students’ understanding.
Software Engineering education and teachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through various teaching approaches to make a positive impact on learning which has now
got reduced to monotonous lecturing.
Software Engineering Education and TeachingSomya Jain
These slides emphasize on teaching the course on Software Engineering through different teaching approaches to make a positive impact on learning which has now got reduced to monotonous lecturing.
Investigation of Attitudes Towards Computer Programming in Terms of Various V...ijpla
This study aims to determine the attitudes of individuals towards computer programming in terms of
various variables. The study group consists of the students of Kastamonu University Department of
Computer Education and Instructional Technologies Teaching (CEIT), Department of Computer
Engineering, and Department of Computer Programming. Data were collected via Attitude towards
Computer Programming Scale (AtCPS).The results of this study show that students have neutral attitudes
towards computer programming in general. Male computer programming students have significantly
higher attitudes towards programming in comparison to female computer programming students. In
addition, attitude towards computer programming statistically varies by grade. The higher is grade, the
lower is attitude. The more time CEIT and computer programming students spend on computer for
programming purposes daily, the more positive attitudes they have towards programming. Attitude
significantly varies by graduated high school only among CEIT students.
The joint task force of ACM and IEEE Computer Society released recent guidelines for undergraduate computer science majors late in 2013. Since that time, many computer science departments have reviewed the included recommendations and exemplars from various institutions, and made changes to the programs that they offer. In this panel, we will share the experiences of the panelists from a variety of computer science programs in reviewing and responding to the new curriculum guidelines. The panel hopes to generate additional discussion about new knowledge areas and models for incorporating recommended content into programs at small, liberal arts institutions.
Evaluation criteria for different disciplines vary from subject to subject such as Computer science,
Medicine, Management, Commerce, Art, Humanities and so on. Various evaluation criteria are being used
to measure the retention of the students’ knowledge. Some of them are in-class assignments, take home
assignments, group projects, individual projects and final examinations. When conducting lectures in
higher education institutes there can be more than one method to evaluate students to measure their
retention of knowledge. During the short period of the semester system we should be able to evaluate
students in several ways. There are practical issues when applying multiple evaluation criteria. Time
management, number of students per subject, how many lectures delivered per semester and the length of
the syllabus are the main issues.
The focus of this paper however, is on identification, finding advantages and proposing an evaluation
criterion for Computer based testing for programming subjects in higher education institutes in Sri Lanka.
Especially when evaluating hand written answers students were found to have done so many mistakes such
as programming mistakes. Therefore they lose considerable marks. Our method increases the efficiency
and the productivity of the student’s and also reduces the error rate considerably. It also has many benefits
for the lecturer. With the low number of academic members it is hard to spend more time to evaluate them
closely. A better evaluation criterion is very important for the students in this discipline because they
should stand on their own feet to survive in the industry.
Staying competitive in the IT field
is a challenge. The use of IT certification programs
involves a number of critical issues and implications
for higher educational institutions (HEIs), educators,
administrators, students, and the IT industry. Hence,
there is a compelling need to gather and share IT
certification program data to chart a comparative
analysis across HEIs that are using certification
programs. This study presents a summary of key
findings among the Bachelor of Science in Computer
Science (BSCS) students in the Lyceum of the
Philippines University Batangas’ performance and
satisfaction level in Computer Networking 1, the
first course in the four-course certification program.It
used the descriptive method of research. Respondents
of the study were the 71 BSCS second year students
who took the course during the Second Semester
of SY 2009-2010. Frequency distribution, Pearson R
and weighted mean were used for data analysis. The
performance and satisfactory level the students gave to learning performance in Computer Networking
1 addresses their learning experiences and was an
evidence of the pedagogical richness of the program
and the contribution of the Computer Networking 1
teacher. In conclusion, the course actively engaged the
students and a clear understanding of the subject were
achieved.
Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLETELKOMNIKA JOURNAL
Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.
DEVELOPING THE APPLICATION FOR LEARNING PLACE VALUE ijma
The objectives of this research were 1) to develop the application for learning place value, 2) to determine
the efficiency of developed application, 3) to compare academic achievement to compare academic achievement between pre-lesson and post-lesson of students who learned with the developed application about place value, 4) to compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, 5) to compare retention of
academic achievement of application for learning place value after 2 weeks, and 6) to find satisfactory of student who learned the application for learning place value. The sample group selected through purposive sampling was 5 content specialists and 400 pratomsuksa 1 students. The result of the study showed the qualitative assessment of the application for learning place value that was developed had overall highest
level of efficiency ( ̅= 4.73, S.D. =0.47) of the application for learning place value. Pratomsuksa 1 students showed with overall qualitative assessment equivalent to 89.07/91.84 that was higher than anticipated as 80/80. The academic achievement between pre-lesson and post-lesson by the application for learning place value appeared an average of 31.71 in pre lesson and an average of 53.49 in post-lesson.
The comparison of the academic achievement during pre-lesson and post-lesson of when students learned place value with the developed application showed 0.5 statistical significance. The academic achievement between the students with the application for learning place value an average of 53.49 during and an average of 41.33 during post-lesson. From the compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, the student learning with the application for learning place value had higher academic achievement than those learning in the traditional method at 0.5 statistical significance. The retention of the students learning in post-lesson with the application for learning place value after 2 weeks did not have any differences. The satisfaction of the students learning with the application for learning place value was found at the highest level in overall after lesson.
The application of computer aided learning to learn basic concepts of branchi...ijma
This paper reviews how to create an application based on Computer Aided Learning (CAL), which is the
use of computers to deliver instructional materials and involve students / learners are active. This CAL
application consists of 5 multimedia modules. Module 1 contains the basic concepts of data processing.
Module 2 discusses the concept of flowcharts. Module 3 contains the testing applications using a flowchart.
Module 4 contains the concept of nested selection. While the tutorial module 5 contains the concept of
arrays and study case practice . To support this, CAL application is made as attractive as possible, by
combining multimedia files, such as image files, sound files, and video files. With the CAL is equipped with
modules of algorithms, students are expected to take computer courses, especially in STMIK STIKOM
Surabaya can improve learning outcomes at the course logic algorithms.
New Fuzzy Model For quality evaluation of e-Training of CNC Operatorsinventionjournals
The quality of e-learning is a very important issue, especially when production technologies are concerned. This paper introduces a new fuzzy model for e-learning quality evaluation. All uncertainties and consequent imprecision are modeled by triangular fuzzy numbers. The quality of CNC e-learning process is determined by using the fuzzy logic IF-THEN rules. The proposed method derives an aggregated satisfaction value both for the participants as well as the trainers.The authors introduce a genuine metric interval for the objective evaluation of E-learning effect. The OLS regression model estimates the magnitude and polarity of Elearning effect on participants` perception of the training quality. The predicted coefficient of E-learning effect on the overall quality of CNC training is estimated to be14.88 measurement points with a negative impact on overall satisfaction. These novel findings shed a new light on the quantitative effect of E-learning on CNC machine training and contribute to the contemporary scientific literature within the research area.The developed model is illustrated by real-life data from secondary technological schools from central Serbia
English is a language that must be known all-digital era at this time where almost all information is in English, ranging from kindergarten to college learn English. elementary school is now also there are learning and to help introduce English is prototype application recogni-tion of common words in English and can be updated dynamically so that updates occur information to new words and sentences in Eng-lish to be introduced to students.
The joint task force of ACM and IEEE Computer Society released recent guidelines for undergraduate computer science majors late in 2013. Since that time, many computer science departments have reviewed the included recommendations and exemplars from various institutions, and made changes to the programs that they offer. In this panel, we will share the experiences of the panelists from a variety of computer science programs in reviewing and responding to the new curriculum guidelines. The panel hopes to generate additional discussion about new knowledge areas and models for incorporating recommended content into programs at small, liberal arts institutions.
Evaluation criteria for different disciplines vary from subject to subject such as Computer science,
Medicine, Management, Commerce, Art, Humanities and so on. Various evaluation criteria are being used
to measure the retention of the students’ knowledge. Some of them are in-class assignments, take home
assignments, group projects, individual projects and final examinations. When conducting lectures in
higher education institutes there can be more than one method to evaluate students to measure their
retention of knowledge. During the short period of the semester system we should be able to evaluate
students in several ways. There are practical issues when applying multiple evaluation criteria. Time
management, number of students per subject, how many lectures delivered per semester and the length of
the syllabus are the main issues.
The focus of this paper however, is on identification, finding advantages and proposing an evaluation
criterion for Computer based testing for programming subjects in higher education institutes in Sri Lanka.
Especially when evaluating hand written answers students were found to have done so many mistakes such
as programming mistakes. Therefore they lose considerable marks. Our method increases the efficiency
and the productivity of the student’s and also reduces the error rate considerably. It also has many benefits
for the lecturer. With the low number of academic members it is hard to spend more time to evaluate them
closely. A better evaluation criterion is very important for the students in this discipline because they
should stand on their own feet to survive in the industry.
Staying competitive in the IT field
is a challenge. The use of IT certification programs
involves a number of critical issues and implications
for higher educational institutions (HEIs), educators,
administrators, students, and the IT industry. Hence,
there is a compelling need to gather and share IT
certification program data to chart a comparative
analysis across HEIs that are using certification
programs. This study presents a summary of key
findings among the Bachelor of Science in Computer
Science (BSCS) students in the Lyceum of the
Philippines University Batangas’ performance and
satisfaction level in Computer Networking 1, the
first course in the four-course certification program.It
used the descriptive method of research. Respondents
of the study were the 71 BSCS second year students
who took the course during the Second Semester
of SY 2009-2010. Frequency distribution, Pearson R
and weighted mean were used for data analysis. The
performance and satisfactory level the students gave to learning performance in Computer Networking
1 addresses their learning experiences and was an
evidence of the pedagogical richness of the program
and the contribution of the Computer Networking 1
teacher. In conclusion, the course actively engaged the
students and a clear understanding of the subject were
achieved.
Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLETELKOMNIKA JOURNAL
Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.
DEVELOPING THE APPLICATION FOR LEARNING PLACE VALUE ijma
The objectives of this research were 1) to develop the application for learning place value, 2) to determine
the efficiency of developed application, 3) to compare academic achievement to compare academic achievement between pre-lesson and post-lesson of students who learned with the developed application about place value, 4) to compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, 5) to compare retention of
academic achievement of application for learning place value after 2 weeks, and 6) to find satisfactory of student who learned the application for learning place value. The sample group selected through purposive sampling was 5 content specialists and 400 pratomsuksa 1 students. The result of the study showed the qualitative assessment of the application for learning place value that was developed had overall highest
level of efficiency ( ̅= 4.73, S.D. =0.47) of the application for learning place value. Pratomsuksa 1 students showed with overall qualitative assessment equivalent to 89.07/91.84 that was higher than anticipated as 80/80. The academic achievement between pre-lesson and post-lesson by the application for learning place value appeared an average of 31.71 in pre lesson and an average of 53.49 in post-lesson.
The comparison of the academic achievement during pre-lesson and post-lesson of when students learned place value with the developed application showed 0.5 statistical significance. The academic achievement between the students with the application for learning place value an average of 53.49 during and an average of 41.33 during post-lesson. From the compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, the student learning with the application for learning place value had higher academic achievement than those learning in the traditional method at 0.5 statistical significance. The retention of the students learning in post-lesson with the application for learning place value after 2 weeks did not have any differences. The satisfaction of the students learning with the application for learning place value was found at the highest level in overall after lesson.
The application of computer aided learning to learn basic concepts of branchi...ijma
This paper reviews how to create an application based on Computer Aided Learning (CAL), which is the
use of computers to deliver instructional materials and involve students / learners are active. This CAL
application consists of 5 multimedia modules. Module 1 contains the basic concepts of data processing.
Module 2 discusses the concept of flowcharts. Module 3 contains the testing applications using a flowchart.
Module 4 contains the concept of nested selection. While the tutorial module 5 contains the concept of
arrays and study case practice . To support this, CAL application is made as attractive as possible, by
combining multimedia files, such as image files, sound files, and video files. With the CAL is equipped with
modules of algorithms, students are expected to take computer courses, especially in STMIK STIKOM
Surabaya can improve learning outcomes at the course logic algorithms.
New Fuzzy Model For quality evaluation of e-Training of CNC Operatorsinventionjournals
The quality of e-learning is a very important issue, especially when production technologies are concerned. This paper introduces a new fuzzy model for e-learning quality evaluation. All uncertainties and consequent imprecision are modeled by triangular fuzzy numbers. The quality of CNC e-learning process is determined by using the fuzzy logic IF-THEN rules. The proposed method derives an aggregated satisfaction value both for the participants as well as the trainers.The authors introduce a genuine metric interval for the objective evaluation of E-learning effect. The OLS regression model estimates the magnitude and polarity of Elearning effect on participants` perception of the training quality. The predicted coefficient of E-learning effect on the overall quality of CNC training is estimated to be14.88 measurement points with a negative impact on overall satisfaction. These novel findings shed a new light on the quantitative effect of E-learning on CNC machine training and contribute to the contemporary scientific literature within the research area.The developed model is illustrated by real-life data from secondary technological schools from central Serbia
English is a language that must be known all-digital era at this time where almost all information is in English, ranging from kindergarten to college learn English. elementary school is now also there are learning and to help introduce English is prototype application recogni-tion of common words in English and can be updated dynamically so that updates occur information to new words and sentences in Eng-lish to be introduced to students.
Youth Achievement Awards are individual learning awards which encourage young people to choose activities and take on responsibility. This slideshow introduces you to Lucy and walks you through her Silver Youth Achievement Award.
Analysis of the learning object-oriented programming factors IJECEIAES
Students often feel overwhelmed by object-oriented programming courses. They find it difficult and complex to learn, requiring a high cognitive load to use the concepts in coding. These issues lead to demotivation in learning programming. This research aims to identify and verify factors that contribute to learning object-oriented programming from two perspectives: interviews and surveys. A literature review was conducted to identify these factors, followed by interviews with five experts who have been teaching object-oriented programming for over ten years to confirm them. Based on the interview results, a questionnaire was developed and administered to 31 bachelor students and 19 lecturers with master’s or doctorate degrees in computer science. The responses indicated that the identified factors were acceptable, with scores ranging from 3.74 to 4.65. The outcomes of this study are a set of factors that should be considered in a programming environment to improve the teaching and learning of object-oriented programming and make it more accessible and engaging for students.
Need analysis for the development of a microcontroller instructional module p...journalBEEI
In the era of the IR 4.0, the use of information technology among school students is widespread but students are not proficient in computer programming. To compete in the digital world, students need to be exposed to computer programming in order to produce computer programming experts. Integrating computer programming into the school curriculum can improve students literacy of computer programming but adequate computer programming skill among teachers are quite limited. Therefore, the development of microcontroller instructional teaching module which could address this problem is needed. This development aims to develop the module using design and developmental research (DDR) approach. Need Analysis phase in DDR is discussed in this article. The phase consists of identifying the level of knowledge, attitudes and practices of teachers about microcontroller and to obtain the views and opinions of the teachers on the developmental needs of microcontroller teaching modules. The type of microcontroller and the programming language to be used in the microcontroller module also identified.The results of this study are important to ensure that the design and development of an instructional module for microcontroller education are implemented and have a positive impact on increasing the programming literacy level among secondary school children
CS0: A Project Based, Active Learning Coursedrboon
The recruitment and retention of students in early computer programming classes has been the focus of many Computer Science and Informatics programs. This paper describes an initiative underway at Indiana University South Bend to improve the retention rate in computer science and informatics. The approach described in this work is inspired by the SCALE-UP project, and describes the design and implementation of an instructor-guided, active learning environment which allows students to gradually acquire the necessary critical thinking, problem solving, and programming skills required for success in computer science and informatics.
Development of a Modular Unit of a Higher Level Framework or Tool for Basic P...TELKOMNIKA JOURNAL
This paper reports about the development of a modular unit of a higher level framework or tool whose intended objective is the creation of animated lessons for basic programming (CS1) course in computer science discipline with visual aids. The goal of such lessons is to address the difficulties faced by the novice programmers in CS1 course.This module here after referred to as ‘type writer’allows instructors to render programmes or code snippets in a live typing manner as opposed to their sudden or en-block placement on the presentation area like a Power Point Slide; a commonly used approach in the present day eLearning.This project is planned to be executed in two stages and ‘type writer’ is the outcome of the first stage. This would be combined with another two modules that are planned to be developed in the second stage, to make the complete tool. The entire tool would be developed in Action Script 3.0 language that works on Adobe Flash Platform.
Exploration on Training Practice Ability in Digital Logic ExperimentIJITE
The hardware related courses in computer major require a lot of practise on experiment to fully
understand the theoretical knowledge for the students. Especially for the first-year or second-year
undergraduate students, how to cultivate students' practical ability effectively is the subject of Computer
Science in Colleges and Universities. This paper introduces the experimental teaching reform trial of the
Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of
innovation in the hardware experiment teaching and how to improve the students' practical ability. This
paper proposes that we should start the student independent innovation experiment as soon as possible at
the university stage. We design the independent innovation experiment in Digital Logic Circuit of the
hardware experiment, that experiment is an open-minded experiment. After years of experiments carried
out, the students deepened understanding of the knowledge of theory course, improve the interest in the
design of hardware, understand the basic processes of the design of electronic products, improve the
ability of practical, and establish the consciousness of innovation and practice. Our trial has proved that it
is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of
computer major.
EXPLORATION ON TRAINING PRACTICE ABILITY IN DIGITAL LOGIC EXPERIMENTIJITE
The hardware related courses in computer major require a lot of practise on experiment to fully
understand the theoretical knowledge for the students. Especially for the first-year or second-year
undergraduate students, how to cultivate students' practical ability effectively is the subject of Computer
Science in Colleges and Universities. This paper introduces the experimental teaching reform trial of the
Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of
innovation in the hardware experiment teaching and how to improve the students' practical ability. This
paper proposes that we should start the student independent innovation experiment as soon as possible at
the university stage. We design the independent innovation experiment in Digital Logic Circuit of the
hardware experiment, that experiment is an open-minded experiment. After years of experiments carried
out, the students deepened understanding of the knowledge of theory course, improve the interest in the
design of hardware, understand the basic processes of the design of electronic products, improve the
ability of practical, and establish the consciousness of innovation and practice. Our trial has proved that it
is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of
computer major.
The Academic Performance and the Computer Programming Anxiety of BSIT Student...IJAEMSJORNAL
The 21st century has caused numerous significant impacts and advancements in the lives of people. Information Technology (IT) has contributed essential benefits in the different areas of the society. One of the vital skills in developing IT solutions is programming. For many, writing computer programs may be a very challenging task which may result in some levels of anxiety. This study aimed to describe and look at the relationship between the academic performance and the programming anxiety among Bachelor of Science in Information Technology (BSIT) students to provide a basis for instructional strategy improvement in the undergraduate level.
It is impossible to separate the human factors from software engineering expertise during
software development, because software is developed by people and for people. The intangible
nature of software has made it a difficult product to successfully create, and an examination of
the many reasons for major software system failures show that the reasons for failures
eventually come down to human issues. Software developers, immersed as they are in the
technological aspect of the product, can quickly learn lessons from technological failures and
readily come up with solutions to avoid them in the future, yet they do not learn lessons from
human aspects in software engineering. Dealing with human errors is much more difficult for
developers and often this aspect is overlooked in the evaluation process as developers move on
to issues that they are more comfortable solving. A major reason for this oversight is that
software psychology (the softer side) has not developed as extensively
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. 74
DIFFICULTIES IN LEARNING PROGRAMMING: VIEWS OF
STUDENTS
SitiRosminah MD Derus1
, Ahmad ZamzuriMohamad Ali2
Faculty of Art, Computing and Creative Industry
UniversitiPendidikan Sultan Idris
35900, TanjongMalim, Perak
Malaysia
1
ctrosminah@gmail.com, 2
zamzuri@fskik.upsi.edu.my
Abstract
Programming courses areamong the important components of the curriculum to be studied, not only in the field
of Information Technology, but also in most of the field including Science, Mathematics, and Engineering at
tertiary levels. However, the subject is considered difficult, complex and categorized as part of the seven grand
challenges in computing education. In this research, a study was conducted to investigate and explore the views
of students and the difficulties they faced in learning fundamental programming courses. The study involved 105
Polytechnic students inthe Electrical Engineering Department, who undergo the Fundamental Programming
course. The results from statistical analysis shows that the level of students‘ understanding of the topic is
moderate and the most difficult topic for them is understanding the abstract concepts involving the role of
variable position in computer memory (such as multi-dimensional array, looping statement and function) when
the program was executed. Also, students faced difficulties in understanding the basic concept of programming
structure and designing a program to solve certain tasks. In addition, majority of students agreed that practical
situation such as laboratory activities was very helpful for them to learn programming. However, it was
identified that lecturers not providing enough examples was one of the major factorinfluencing students‘
understanding of programming. Finally, the authors proposed visualization tool as alternative to learn
programming in practical manner, and most of the students agreed the function of this tool in facilitating them
learning programming.
Keywords: programming, programming difficulties
1. Introduction
With the widespread development of
computer technology in the era of open world and
globalization, the needs for the use of computers
are increasing. This requires the need of experts in
the field of Information and Communications
Technology (ICT) such as software programming,
database, software engineering, computer
networking and creative multimedia [1]. In fact, the
research findings shows that the industrys‘ needs
for software engineers is high and this indicates that
the programming personnel are a critical
requirement for the industries[2]. Therefore to meet
industrys‘needs, programming course is an essential
component of the curriculum to be studied, not only
in the field of Information Technology, but also
required in most program areas such as Science,
Mathematics, and Engineering at tertiary levels [3].
As a leader in the field of ‗Technical and
Vocational Education and Training‘ (TVET),
polytechnic was also involved in this challenge.
Thus, the engineering programs offered are not only
engineering-based curriculum alone, in fact, the
subject of ICT also inserted, for instance the subject
of Fundamental Programming (EC201) need to be
studied under the programs offered in the field of
Electrical Engineering.
However, the question arises, were the
students were really being prepared to meet the
critical needs of industry expertise in
programming? Basically, the subject is said to be
difficult, complex and categorized as one of the
seven grand challenges in computing education [4].
Students especially novices, have problems in
reading, tracking, writing and designing a simple
code fragment. This causes students to have the
attitude of depending on others to complete the task
given and consequently become indolent and do not
have the courage to learn and just expect marks of
sympathy from lecturer [5]. As a result, the level of
programming skills development is not satisfactory
2. Research Background
Many studies have been reported regarding the
phenomenon of students struggling with the first
steps of learning to program. A multi-national,
multi-institutional study was conducted to explore
and investigate students‘ programming performance
and skill (see [3], [6], [7]). The study revealed that
students have problems in writing [3], reading [6]
as well as designing [7] a simple programming
code. Therefore, it is important to investigate the
factors that lead to students learning difficulty in
programming. The difficulties need to be identified
2. Item Description References
Part A:
1-3
Respondent‘s general
information
-
4-5 Programming experience -
Part B :
6
Level of understanding of
different topics of the
programming course
Fundamental
Programming
Course
Synopsis
7
The nature of difficulties
while learning
programming courses
[8]&[9]
8
The situations that would
help to learn
programming courses
effectively:
[8]&[9]
9
The factors that lead the
students perform poorly
in basic programming
courses.
[8]
10 Respondents' views on
the use of visualization
tools while learning basic
programming courses
[8]
75
in order to be able to aid them learning in an
effective manner.
A survey has been conducted by [8] and [9]
to identify the factors that lead to students learning
difficulty in programming with a various
dimensions such as: computing background,
computing experience, difficulties while learning
programming and factors that lead to poor
performance in programming course. The main
finding revealed from the survey is that the most
difficult topics faced by students were memory-
related concepts which students were not capable in
creating a clear mental model of memory
movement during program execution. Moreover,
the problem worsens when static media were
employed in teaching dynamic concepts of
programming [10]. Meanwhile, [11] had identified
four major sources of problem faced by students in
learning programming. The problems are: (i)
students lacked skill in the techniques of analyzing
problems, (ii) ineffective use of representation
techniques for problem solving (iii) ineffective use
of teaching strategies for problem solving and
coding and (iv) do not understand and master the
programming syntax and constructs.
According to [12], an effective way in
learning to program need students take a real world
problem and then translated it to program code to
solve it. Although such approach is considered hard
by students because the process of learning
programming is to be said a multi-layers skill which
is boring, intimidating and unrelated to day-to-day
experience where students only learned in single
context [13]. This happened to a novice student
with no programming experience where at the
initial stage they need to learn particular
programming language syntax before applying their
skills in structuring and programming style. Hence,
it will be the resultof negative programming habits
that may affect the flexibility of learning another
language in a different context [8]. In fact, when the
students limited only to basic programming syntax,
it caused them applying programming approach
from "line to line" rather than with a more
meaningful or structured approach [14]. These
factors caused by a relatively novice student‘s is
limited at surface knowledge that lead them cannot
capture more detail mental model of problem
solving involving the programming process.
Visualization tools have potential to create a
suitable learning environment to help novices
construct a viable mental model of programming
concepts [15]. Since students cannot ‗see‘ what is
happening ‗in‘ a computer when a program is
executed, a teaching aid to assist them in
visualizing the programming process dynamically
should be developed to enhance student's
conceptual understanding in programming
environment.
3. Research Objectives
This study aims to explore the views of
students and the difficulties they experience while
learning Fundamental Programming courses. In
particular, the objectives of the study are as
follows:
1. To know the level of understanding of
different topics of the Fundamental
Programming course.
2. To investigate the nature of difficulties while
learning Fundamental Programming course.
3. To get an overview the situation that would
help to learn Fundamental Programming
course.
4. To investigate the factors that lead to
perform poorly in Fundamental
Programming course.
5. To know the level of agreement if uses
Visualization tools to visualize the program
execution will help in learning Fundamental
Programming course.
4. Methodology
The study employs a survey questionnaire
which was adapted from existing instruments of the
[8] and [9]. The items consist of two main parts
covering the general background information from
a respondent, including programming experience
and respondent experience while learning basic
programming courses (Table 1).
Table 1. Reference of items in questionnaire
3. Topics Mean SD
Multidimensional Array 3.10 0.894
Looping Statements (e.g :
while , do-while, goto)
3.19 0.833
Function 3.28 0.925
Array Data Structure 3.30 0.856
Variables, constants and data
types
3.50 0.822
Selection statements (e.g : if-
else, switch)
3.51 0.735
Input/Output statements (e.g
: printf , scanf)
3.71 0.743
Code Program Num %
DEU Diploma in Electronic
Engineering (Medical)
31 29.5
DJK Diploma in Electronic
Engineering (Control)
17 16.2
DEP Diploma in Electronic
Engineering
(Communication)
57 54.3
Total 105 100.0
76
Respondents were about 105 second semester
students from three programs in Electrical
Engineering Department at Polytechnic (Table 2).
Table 2. Number and percent distribution of
respondent according to program
Table 3. Level of students‘ understanding on
different topic on programming course
5. Results and Discussion
Of the 105 respondents who answered the
questionnaires, 49.5% (n = 52) are male and 50.5%
(n = 53) are females. While the majority of
respondents are Malay students is 88.6% (n = 93),
followed by 5.7% (n = 6) students are Indian, 4.6%
(n = 5) students are Chinese and 1% (n = 1) is
indigenous student from Sabah/Sarawak. 97.1% (n
=92)ofrespondentshad no experiencewithcomputer
programming. This shows the Fundamental
Programming courses (EC201) is their first
experience in the programming development
environment.
Table 3 summarizes the level of students‘
understanding of the topic of Fundamental
Programming courses. The item shown in Table 3
is designed with 5-point Likert scale (1, not
understand at all; 2, not understand; 3, sometimes
understand; 4, understand, and 5, very understand).
The sequence of topics in the table is listed from the
lowest mean value. Overall, the level of students‘
understanding of basic programming topic is at a
moderate level. Multidimensional Array, Looping
Statements, Function and Array Data Structure are
the difficult topics to be studied by students (3.10 –
3.30). These topics which require considerable skill
of students to understand the abstract concept
involving the position of the variable values.
According to [9], the reason‘s students having
problems in learning programming is they are less
familiar with the role of a variable position in the
computer memory when the program code executed
such as how the variables are stored and the
relationship between the variables in the computer
memory. Therefore, using the visualization tools to
depict the position of the variables that occur when
the program code executed may help the student
understand the role of variables in computer
memory [16]
Onward, students‘ needs to respond to the
difficulties faced by them while learning
fundamental programming course where they need
to evaluate the level of agreement with the
questionnaire item given. 5-point Likert scale (1,
Strongly Disagree; 2, Disagree; 3, Neutral; 4,
Agree; 5, Strongly Disagree) is used for the items
shown in Table 4. The sequence of topics in the
table is listed from the highest mean value
Table 4. Difficulty while learning programming
Nature of Difficulties Mean SD
Understanding basic
concepts of programming
structure
3.40 0.884
Designing a program to solve
certain tasks
3.36 0.952
Learning the programming
language syntax
3.35 0.980
Gaining access to a computer 3.33 0.916
Using program development
environment
3.22 0.930
Finding bugs from my own
program
3.19 1.066
The findings show that there are three
interrelated types of students‘ nature of difficulties
while learning programming: i) difficulty in
understanding the basic concepts of programming
structure (3.40); ii) a program designed to complete
a particular task (3:36) and iii) learn the syntax of
programming languages (3:35). This problem often
faced by novices whom they are not problematic to
the basic understanding of programming concepts,
but rather to apply the abstract concepts of
programming with the programming structure [17],
as well as additional skills such as management
training, editing, compiling and debugging program
code [18]. This is because the programming skills
involving more than a different process in which at
an early stage, the problems faced by the
programmer needs to be translated into a form of
algorithms, which are then translated on to the
program code [19].
4. 77
Table 5 provides a result of a situation
knowing that could help students in programming
courses. The questionnaire item show using 5-point
Likert scale similar as in Table 4. The majority of
students agreed that the practical or laboratory
activities (3.99) could help them to learn
fundamental programming effectively as well as to
holding discussions together with lecturers or
friends (3.82). Learning programming need to
involve practical activities and intensive training
because of its dynamic concept [20]. To implement
programming in the lab will help the student
address the understanding of difficult terminology
in programming as well as stimulate students'
interest in the field of programming through the
activities carried out [21]. However, laboratory
activities should be implemented through active
learning strategies that encourage students to
actively engage in the activity by applying the
knowledge gained in an effort to improve
knowledge of programming [22], [23].
Table 5. Situations that would help to learn
programming
Situations Mean SD
In practical or lab sessions 3.99 0.893
Consultation or discussion
with lectures, seniors or
friend
3.82 0.918
In small group exercise
sessions
3.74 0.844
In lectures 3.73 0.891
While working alone on
programming coursework
3.39 0.995
Furthermore, Table 6 shows the student level
of agreement of the factors that made them perform
poorly while learning basic programming course.
The questionnaire item show using 5-point Likert
scale also similar as in Table 4. The findings
indicate that the student is difficult to understand
the process of learning programming is due to the
lecturers were not provided enough example to the
students (3.38), as well as computer equipment in
the lab do not work well (3.32) and the method of
teaching by the lecturers to be less effective (3.30).
Instructional technique and strategies are vital in
the delivery of educational information. In order to
help students to master the basic problem solving
skill, the teaching method used should be applicable
to the content of programming with different
paradigms and to make sure the active involvement
of students in programming practical session [11].
Table 6. Factors that lead to poor performance in
programming
Factors Mean SD
Less examples of practical
use are shown
3.38 1.032
Computers provided in labs
are not functioning well
3.32 1.157
Teaching methodology is
less effective
3.30 1.099
Presentation of instructors
and their attention on
students
3.25 1.099
Students' lack of interest to
learn
3.22 0.961
Syllabus focuses too much
on theory
3.13 1.048
Syllabus coverage per
semester is too wide
3.11 0.934
Learning environment that is
not conducive
3.04 0.990
About 72% (n=76) students agreed on the use
of visualization tools for visual display in the
program will help students learn basic
programming courses. One of the reason students
learns to program is difficult because of their
inability to visualize the execution process of the
program code [2], [9]. As a result, they cannot
figure out the problem occurred when things do not
work. Therefore, effective learner support
mechanisms should be developed to provide the
students to learn program with the optimal learning
environment that they need. A visualization tool
can be used as learning aids to help students learn
programming and understand the important
elements related to programming behavior during
program execution [24]. In addition, the
visualization tool can be used as a learning model
to help students linking new information with old
knowledge [25].
6. CONCLUSION
Being successful in programming is being able
to transform abstract problems into program code
as a working solution on the computer. For novices,
to succeed in programming, they need a set of
learning strategies to help them to cope with the
process of programming as well as to influence the
way the novice perceives the programming process.
In fact, lacking to visualize the program state
during code execution is one of the factors of
students' difficulty in learning programming.
Therefore, visualization tools as learning aids is
appropriate to be developed to help students
understand the implementation of the program
code, such as changes occur at the position of the
variable in the computer memory. However,
students should be actively involved with the
visualization tool to ensure that it can have a
5. 78
positive impact on students' understanding of
information to be delivered. In addition, the use of
this visualization tool can be used during practical
activities in the laboratory through group activity so
that students can discuss and explore more actively
the activities undertaken.
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