A cognitive study of learning to program in introductory programming courses.

Programming is notoriously hard for novices to learn and a substantial number of learners fail in introduction to programming courses. It is not just a UK problem: a number of multi-institutional and multi-national studies reveal that the problem is well-known and is widespread. There is no general agreement about the causes or the remedies. The major factors which can be hypothesised as a cause of this phenomenon are: learners' psychology; teaching methods; complexity of programming. In this study, learners' common mistakes, bugs, misconceptions, frequencies and type of errors (syntactic and semantic) in the early stages of learning programming were studied. Noticing the patterns of rationales behind novices' mistakes swayed the study toward investigating novices' mental ability which was found to have a great effect on their learning performance. It was observed that novices reported a recognisable set of models of program execution each of which was logically acceptable as a possible answer and it appeared that some students even used these models systematically. It was suspected that the intellectual strategies behind their reasoning could have been built up from their programming background knowledge and it was surprising when it was found that some of those novices had not even seen a program before. A diagnostic questionnaire was designed that apparently examined a student's understanding of assignments and sequence but in fact was capturing the reasoning strategy behind their interpretation of each question, regardless of a correct or wrong answer. The questionnaire was administered in the first week of an introductory programming course, without giving any explanation of what the questions were about. A full response from most participants was received, despite the fact that the questions were unexplained. Confronted with a simple program, about half of novices seem to spontaneously invent and consistently apply a mental model of program execution. They were called the consistent subgroup. The other half are either unable to build a model or to apply one consistently. They were called the inconsistent subgroup. The first group perform very much better in their end-of-course examination than the rest. Meta-analysis of the results of six experiments in UK and Australia confirmed a strong effect of consistency on success which is highly significant (p < 0:001). A strong eect persisted in every group of candidates, sliced by background factors of programming experience (with/ without), relevant programming experience(with/without), and prior programming course (with/without) which might be thought to have had an effect on success. This result confirms that consistency is not simply provided by prior programming background. Despite the tendency in institutions to rely on students' prior programming background as a positive predictor for success, this study revealed that prior programming education did not have a noticeable eect on novices' success. A weak positive eect of prior programming experience was observed overall which appeared to be driven by one experiment with a programming-skilful population. This study shows that students in the consistent subgroup have the ability to build a mental model, something that follows rules like a mechanical construct. It also seems that when programming skill is measured by a weak assessment mechanism, the eect of consistency on success is reduced

Educating programmers: A reflection on barriers to deliberate practice

Copyright @ 2013 HEAProgramming is a craft which often demands that learners engage in a significantly high level of individual practice and experimentation in order to acquire basic competencies. However, practice behaviors can be undermined during the early stages of instruction. This is often the result of seemingly trivial misconceptions that, when left unchecked, create cognitive-affective barriers. These interact with learners' self-beliefs, potentially inducing affective states that inhibit practice. This paper questions how to design a learning environment that can address this issue. It is proposed that analytic and adaptable approaches, which could include soft scaffolding, ongoing detailed formative feedback and a focus on self-enhancement alongside skill development, can help overcome such barriers

On the domain-specificity of mindsets: The relationship between aptitude beliefs and programming practice

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2013 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, including reprinting/ republishing this material for advertising or promotional purposes, creating new collective works for resale or redistribution to servers or lists, or reuse of any copyrighted components of this work in other works.Deliberate practice is important in many areas of learning, including that of learning to program computers. However, beliefs about the nature of personal traits, known as mindsets, can have a profound impact on such practice. Previous research has shown that those with a fixed mindset believe their traits cannot change; they tend to reduce their level of practice when they encounter difficulty. In contrast, those with the growth mindset believe their traits are flexible; they tend to maintain regular practice despite the level of difficulty. However, focusing on mindset as a single construct focused on intelligence may not be appropriate in the field of computer programming. Exploring this notion, a self-belief survey was distributed to undergraduate software engineering students. It revealed that beliefs about intelligence and programming aptitude formed two distinct constructs. Furthermore, the mindset for programming aptitude had greater utility in predicting software development practice, and a follow-up survey showed that it became more fixed throughout instruction. Thus, educators should consider the role of programming-specific beliefs in the design and evaluation of introductory courses in software engineering. In particular, they need to situate and contextualize the growth messages that motivate students who experience early setbacks

A review of the research literature relating to ICT and attainment

Summary of the main report, which examined current research and evidence for the impact of ICT on pupil attainment and learning in school settings and the strengths and limitations of the methodologies used in the research literature

Supporting End-User Development through a New Composition Model: An Empirical Study

End-user development (EUD) is much hyped, and its impact has outstripped even the most optimistic forecasts. Even so, the vision of end users programming their own solutions has not yet materialized. This will continue to be so unless we in both industry and the research community set ourselves the ambitious challenge of devising end to end an end-user application development model for developing a new age of EUD tools. We have embarked on this venture, and this paper presents the main insights and outcomes of our research and development efforts as part of a number of successful EU research projects. Our proposal not only aims to reshape software engineering to meet the needs of EUD but also to refashion its components as solution building blocks instead of programs and software developments. This way, end users will really be empowered to build solutions based on artefacts akin to their expertise and understanding of ideal solution

Improving Community Adaptation Outcomes for Youth Graduating from Residential Mental Health Programs: A Synthesis Review (FULL REPORT)

The focus of this synthesis review was to understand the capacity of systems of care and integrated program models to foster successful community adaptation for children and youth graduating from children\u27s residential mental health treatment

Community Instruction and Vocational Learning

This meta-synthesis on community-based instruction and vocational learning in special education explores the training and skills individuals with disabilities require need to survive and thrive in employment and post-school activities designed to improve self-reliance, personal responsibility, and increase exposure to the community and all of the activities and opportunities that exist there. Substantial barriers must be addressed for all individuals with disabilities, but particularly for those individuals with moderate to more severe disabilities. Through proper trainings, and the utilization of the necessary tools and equipment, individuals with disabilities will continue to increasingly transition into meaningful employment and community-based programs intended to build self-sufficiency

Development and validation of the social emotional competence questionnaire (SECQ)

Reliable and valid measures of children’s and adolescents’ social emotional competence (SEC) are necessary to develop in order to assess their social emotional development and provide appropriate intervention in child and adolescent development. A pool of 25 items was created for the Social Emotional Competence Questionnaire (SECQ) that represented five dimensions of SEC: self-awareness, social awareness, self-management, relationship management and responsible decision-making. A series of four studies are reported relating to the development and validation of the measure. Confirmatory factor analyses of the responses of 444 fourth-graders showed an acceptable fit of the model. The model was replicated with another 356 secondary school students. Additional studies revealed good internal consistency. The significant correlations among the five SEC components and academic performance provided evidence for the predictive validity of the instrument. With multiple samples, these results showed that the scale holds promise as a reliable, valid measure of SECpeer-reviewe