Learning challenges faced by novice programming students studying high level and low feedback concepts

Abstract

This paper describes an investigation into the nature of the academic problems that face novice programming students. These learners are required to demonstrate competencies in high-level abstract principles of programming and logic, such as program design and OOP principles, which are conceptually difficult. During the programming task learners receive relatively high levels of feedback on low level issues, such as syntax rules, but tend to receive low levels of feedback on conceptually more difficult issues. This problem tends to be exacerbated by the trend of learners to study independently, outside the classroom or in online modes, which further reduces the options available for quality feedback on high-level issues. This paper analyses the results of a survey given to students enrolled in an introductory programming unit across three campuses at Monash University in 2007. The survey focused on student perceptions of the relative difficulty in understanding and implementing both low level-programming concepts, such as syntax and variables, and high-level concepts, such as OOP principles and efficient program design. An analysis of the approximately 150 responses has indicated that a significant percentage of students experienced difficulties in high-level concepts. Also while many students may indicate an understanding of the principles of many high level concepts more students reported experiencing difficulty in implementing such concepts. This indicates that many students may achieve a level of understanding allowing near transfer of domain knowledge but fail to reach a level of understanding that enables far transfer.