
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1995 Effects of sequencing computer-based instruction and lecture in learning function concepts of C programming language Su Chao-Ya Tsai Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Communication Technology and New Media Commons, Computer Sciences Commons, Curriculum and Instruction Commons, and the Instructional Media Design Commons Recommended Citation Tsai, Su Chao-Ya, "Effects of sequencing computer-based instruction and lecture in learning function concepts of C programming language " (1995). Retrospective Theses and Dissertations. 10729. https://lib.dr.iastate.edu/rtd/10729 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. 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A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Effects of sequencing ccniputer-based instruction and lecture learning function concepts of C programming language '>y Su Chao-Ya Tsai A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Industrial Education and Technology Major: Industrial Education and Technology Approved: Signature was redacted for privacy. In Charge of Major Work Signature was redacted for privacy. rhg Major Department Signature was redacted for privacy. For the Q^c^uite Collegi Iowa State University Ames, Iowa 1995 OMI Number; 9531796 DMI Microform 9531796 Copyright 1995, by DMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17> United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 TABLE OF CONTENTS CHAPTER 1. INTRODUCTION 1 Statement of the Problem 3 Purposes of the Study 4 Research Questions 4 Hypotheses o Assumptions 7 Delimitations 7 Definition of Terms 8 CHAPTER 2. LITERATURE REVIEW 10 Cognitive Activities of Programming 10 Student Difficulties in Programming 15 Related Learning Theory and Instructional Design 17 Research on Pre-Instructional and Post-Instructional Methods 22 Summary of Literature Review 26 CHAPTER 3. METHODOLOGY 28 Subjects 28 Description of the Computer-Based Lesson 29 Instruments 40 Ill Research Procedure 42 Data Analysis 44 CHAPTER 4. RESULTS 45 Analysis of Subject Background 45 Analysis of control variables 45 Analysis of students' prior knowledge of programming 46 Testing of the Hypotheses 47 Findings from the posttest 47 Analysis of hypotheses 54 Students' Reactions and Difficulties 57 Information Related to the Lesson Function G7 CHAPTER 5. SUMMARY AND DISCUSSION 70 Summary 70 Limitations 72 Discussion 73 Placement of the lesson function 73 Students' prior knowledge of programming 74 Students' difficulty 75 Effects of the lesson function 77 Issues Related to Teaching C Programming Language 78 Recommendations for Future Research 81 Conclusion 83 BIBLIOGRAPHY 84 iv ACKNOWLEDGEMENTS 94 APPENDIX A. BACKGROUND QUESTIONNAIRE 95 APPENDIX B, LESSON FUNCTION QUESTIONNAIRE 98 APPENDIX C. LESSON FUNCTION FEEDBACK FORM 101 APPENDIX D. PRETEST lOG APPENDIX E. POSTTEST 108 APPENDIX F. MEANS OF THE POSTTEST FOR EACH QUES­ TION llo APPENDIX G. INFORMATION SHEETS FOR LEARNING LESSON VINCENT 117 APPENDIX H. INFORMATION SHEETS FOR LEARNING LESSON FUNCTION 125 V LIST OF TABLES Table 1.1: Variables in the study 5 Table 4.1: Comparisons of continuous control variable means by treat­ ment group 46 Table 4.2: Distribution of computer ownership by treatment groups . 46 Table 4..3; Comparison of pretest means of treatment groups 47 Table 4.4: Comparison of posttest means of treatment groups 48 Table 4..5: Correlations among variables .54 Table 4.6: The result of the full model .55 Table 4.7: Descriptive statistics of students'feehngs 57 Table 4.8: Descriptive statistics of enjoying programming and confidence in C programming .58 Table 4.9: Examples of common errors 64 Table 4.10: Students' responses on feedback form 67 vi LIST OF FIGURES Figure 3.1: The calling function and called function 31 Figure 3.2: Diagram of program flow 32 Figure 3.3; The structure of C functions 33 Figure 3.4: .A program example 34 Figure 3..5: Programming environment 35 Figure 3.6: A manipulative activity of lesson function 37 Figure 3.7: A concrete model of lesson function 38 Figure 4.1: An example of missing a necessar}' argument 50 Figure 4.2: .An example of passing unnecessary arguments .51 Figure 4.3: .An example of redefining a variable 52 Figure 4.4: .An example of error in the design and plan 53 Figure 4.5: Identifying an error 63 Figure 4.6: Example of an error concerning the return data type 66 Figure G.l: Project Vincent screen 118 Figure G.2: Project Vincent screen 120 Figure G.3: Dash menu 121 Figure G.4: Logout window 122 Vll Figure G.5: Confirmation window- Figure G.6: Lesson Vincent title Page Figure G.7; Exit window Figure H.l: Lesson function title Page Figure H.2: Exit window 1 CHAPTER 1. INTRODUCTION Computer programming is viewed as a major suijject area in computer educa­ tion because of its perceived value in promoting thinking and proijlein solving skills. Programming is a complex and demanding task in which one must understand a problem, design a plan to solve the problem, write that plan in computer code and debug the code (Dalbey & Linn. 1985; Lewis, 1980; Pea <L' Kurland. 1984). Suc­ cessful programmers recjuire knowledge of problem domain, algorithms development, progranuuing language, error detection, and program use (Brooks, 1990; Pennington k Grabowski. 1990; Sleeman, Putnam, Baxter k Kuspa, 1986). The requirements of various kinds of knowledge make learning computer programming difficult; hence, identifying students' difficulty when the}' are learning to program becomes very im­ portant. Identification of difficulties provides direction which educators can use to develop eflective instructional methods and learning environments for student pro­ grammers. One pedagogical innovation computer educators made was the development of structured languages. Because of its structured design, Pascal has been the major language taught in introductory programming courses. Thus, numerous studies con­ cerning the learning of Pascal have been done. However, recently, many educators have begun using or are considering using C language as the introductory language in programming curriculum (Morton fc Norgaard, 1993; Roberts, 1993). Unlbrtunately, little research has been done that addresses the learning of C language. Because of major syntax and structural differences between C and Pascal, many aspects of C as a beginning language need to be studied. One important aspect is the manner in which C supports program segmentation. The ciuality of programs is highly dependent on decomposing a programming problem into subprograms (Bailie, 1991; .Jefl'ries, Turner, Poison Atwood, 1981; Kassab, 1989; Perry, 1992). The C language supports this modular program creation by using functions. Therefore, consideration of function concepts is extremely important in choosing learning environments for C language programmers. One approach to building an eflective learning environment is to develop computer- based instruction. Through a well designed instructional strategy, computer-based instruction can support an individualized and interactive learning environment. Dur­ ing the learning process, students are able to chose learning materials according to their needs at their own pace. Students are also allowed to perform tasks and interact with the computer. The problem-solving abilities which are needed in programming will as a result be enhanced during the learning process. Furthermore, combining advanced technology with computer, the instructional materials can be represented in various ways such as text, graphics, images, animation, sound, and video, .\pply- ing this
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