Determining Areas of Weakness in Introductory Programming as a Foundation for Reusable Learning Objects.

Eileen Costelloe, Elizabeth Sherry, Patricia Magee
ITT Dublin, Ireland

Teaching programming to novices has proven challenging for both learner and lecturer due to the abstraction and complexity of the subject matter. The work described in this paper is part of an EU funded Minerva project called TUPULO (Teaching Undergraduate Programming Using Learning Objects) which aims to address the challenges faced by novice programmers by providing them with an innovative learning tool. The learning tool that is currently under development and rollout incorporates a set of Reusable Learning Objects (RLOs) based on sound pedagogical principles and encapsulated in a Constructivist Learning Environment (CLE) which includes a meta-cognitive interface. These learning objects were jointly designed by the subject matter experts and instructional designers in three academic institutions. This paper describes the preparatory work undertaken in order to establish a set of potential RLOs for development based on the student’s main areas of weakness.

When attempting to build learning objects for use in any domain the primary consideration should always be the needs and abilities of the learners. This paper describes the work done by the authors in conducting a user needs analysis in order to establish the key problem areas facing learners of introductory programming. A methodology for user needs capture and analysis was produced based on the set of user groups available at the institutions and the needs of the users were captured and analysed. The methodology was devised to incorporate both quantitative and qualitative analysis of the information available regarding students. Examination scripts and corresponding results together with questionnaires and focus group discussions were used in order to determine areas of difficulty in programming and perceptions regarding the course content, delivery, and perceived areas of difficulty.

Additional institutional information such as students’ Leaving Certificate points and Maths grade together with students’ overall performance in other subject areas were used to investigate possible correlations. The analysis of this data provided some preliminary information on the ways in which students interpret various questions and their conceptual difficulties in understanding certain topics. This analysis lead to the final selection of programming topics for potential development as reusable learning objects.

Keywords: novice programmers, learning objects, programming pedagogy, meta-cognitive support

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