Abstract
This paper presents a study that is part of a larger research project aimed at addressing the gap in the provision of educational software development processes for freshman, novice undergraduate learners, to improve proficiency levels. With the aim of understanding how such learners problem solve in software development in the absence of a formal process, this case study examines the experiences and depth of learning acquired by a sample set of novice undergraduates. A novel adaption of the Kirkpatrick framework known as AKM-SOLO is used to frame the evaluation. The study finds that without the scaffolding of an appropriate structured development process tailored to novices, students are in danger of failing to engage with the problem solving skills necessary for software development, particularly the skill of designing solutions prior to coding. It also finds that this lack of engagement directly impacts their affective state on the course and continues to negatively impact their proficiency and affective state in the second year of their studies leading to just under half of students surveyed being unsure if they wish to pursue a career in software development when they graduate.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
United States Department of Labor.: Computer and Information Technology Occupations. https://www.bls.gov/ooh/computer-and-information-technology/home.htm. Assessed 2 Feb 2018
Stachel, J., Marghitu, D., Brahim, T.B., Sims, R., Reynolds, L., Czelusniak, V.: Managing cognitive load in introductory programming courses: A cognitive aware scaffolding tool. J. Integr. Des. Process Sci. 17(1), 37–54 (2013)
Whalley, J., Kasto, N.: A qualitative think-aloud study of novice programmers’ code writing strategies. In: Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education, pp. 279–284. ACM, Uppsala (2014)
Caspersen, M.E., Kolling, M.: STREAM: a first programming process. ACM Trans. Comput. Educ. 9(1), 1–29 (2009)
Suo, X.: Toward more effective strategies in teaching programming for novice students. In: IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), pp. T2A-1--T2A-3 (2012)
Coffey, J.W.: Relationship between design and programming skills in an advanced computer programming class. J. Comput. Sci. Coll. 30(5), 39–45 (2015)
Huang, T.-C., Shu, Y., Chen, C.-C., Chen, M.-Y.: The development of an innovative programming teaching framework for modifying students’ maladaptive learning pattern. Int. J. Inf. Educ. Technol. 3(6), 591–596 (2013)
Simon et al.: Predictors of success in a first programming course. In: Proceedings of the 8th Australasian Conference on Computing Education, vol. 52, pp. 189–196. Australian Computer Society, Inc., Hobart (2006)
Loftus, C., Thomas, L., Zander, C.: Can graduating students design: revisited. In: Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, pp. 105–110. ACM, Dallas (2011)
Kirkpatrick, D.L.: Education Training Programs: The Four Levels, 3rd edn. Berrett-Kohler, San Francisco (1994)
Higgins, C., O’Leary, C., McAvinia, C., Ryan, B.: A study of first year undergraduate computing students’ experience of learning software development in the absence of a software development process. In: Lane, H., Zvacek, S., Uhomoibhi, J. (eds.) CSEDU 2019–11th International Conference on Computer Supported Education, 2019. SCITEPRESS, Heraklion, Crete (2019)
Pears, A., et al.: A survey of literature on the teaching of introductory programming. ACM SIGCSE Bull. 39(2), 2004–2023 (2007)
Guo, P.J.: Online python tutor: embeddable web-based program visualization for CS education. In: Proceeding of the 44th ACM Technical Symposium on Computer Science Education, pp. 579–584. ACM, Denver (2013)
Gautier, M., Wrobel-Dautcourt, B.: artEoz-dynamic program visualization. In: International Conference on Informatics in Schools, pp. 70–71, Münster, Germany (2016)
Mozelius, P., Shabalina, O., Malliarakis, C., Tomos, F., Miller, C., Turner, D.: Let the students contruct their own fun and knowledge-learning to program by building computer games. In: European Conference on Games Based Learning, pp. 418–426. Academic Conferences International Limited, Porto, Portugal (2013)
Trevathan, M., Peters, M., Willis, J., Sansing, L.: Serious games classroom implementation: teacher perspectives and student learning outcomes. In: Society for Information Technology & Teacher Education International Conference, pp. 624–631. Association for the Advancement of Computing in Education (AACE), Savannah, Georgia (2016)
Dahiya, D.: Teaching software engineering: a practical approach. ACM SIGSOFT Softw. Eng. Notes 35(2), 1–5 (2010)
Savi, R., von Wangenheim, C.G., Borgatto, A.F.: A model for the evaluation of educational games for teaching software engineering. In: 25th Brazilian Symposium on Software Engineering (SBES), pp. 194–203. IEEE, Sao Paulo (2011)
Rodriguez, G., Soria, Á., Campo, M.: Virtual Scrum: a teaching aid to introduce undergraduate software engineering students to scrum. Comput. Appl. Eng. Educ. 23(1), 147–156 (2015)
Wright, D.R. Inoculating novice software designers with expert design strategies. In: American Society for Engineering Education. ASEE (2012)
Hu, M., Winikoff, M., Cranefield, S.: A process for novice programming using goals and plans. In: Proceedings of the Fifteenth Australasian Computing Education Conference, vol. 136, pp. 3–12. Australian Computer Society, Inc, Adelaide (2013)
Neto, V.L., Coelho, R., Leite, L., Guerrero, D.S., Mendon, A.P.: POPT: a problem-oriented programming and testing approach for novice students. In: Proceedings of the 2013 International Conference on Software Engineering, pp. 1099–1108. IEEE Press, San Francisco (2013)
Kirkpatrick, D.: Kirkpatrick, Evaluating Training Programs: The four levels, 3rd edn. Berrett-Koehler Publications, San Francisco (2013)
Chang, N., Chen, L.: Evaluating the learning effectiveness of an online information literacy class based on the Kirkpatrick framework. 64(3), 211–223 (2014)
Byrne, J.R., Fisher, L., Tangney, B.: A 21st century teaching and learning approach to computer science education: teacher reactions. In: Zvacek, S., Restivo, M.T., Uhomoibhi, J., Helfert, M. (eds.) CSEDU 2015. CCIS, vol. 583, pp. 523–540. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-29585-5_30
Reio, T.G., et al.: A critique of kirkpatrick’s evaluation model. New Horizons Adult Educ. Hum. Resource Dev. 29(2), 35–53 (2017)
Guerci, M., Bartezzaghi, E., Solari, L.: Training evaluation in Italian corporate universities: a stakeholder-based analysis. Int. J. Training Dev. 14(4), 291–308 (2010)
Hayes, H., et al.: A formative multi-method approach to evaluating training. Eval. Program Planning 58, 199–207 (2016)
Aluko, F.R., Shonubi, O.K.: Going beyond Kirkpatrick’s Training Evaluation Model: the role of workplace factors in distance learning transfer. Africa Educ. Rev. 11(4), 638–657 (2014)
Alliger, G.M., et al.: A meta-analysis of the relations among training criteria. Pers. Psychol. 50(2), 341–358 (1997)
Biggs, J.B., Collis, K.F.: Evaluation the Quality of Learning: the SOLO Taxonomy (Structure of the Observed Learning Outcome). Academic Press (1982)
Biggs, J.B., Collis, K.F.: Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome). Academic Press (2014)
Cronbach, L.J.: Coefficient alpha and the internal structure of tests. Psychometrika 16(3), 297–334 (1951)
Kruskal, W.H., Wallis, W.A.: Use of ranks in one-criterion variance analysis. J. Am. Stat. Assoc. 47(260), 583–621 (1952)
Braun, V., Clarke, V.: Using thematic analysis in psychology. Qual. Res. Psychol. 3(2), 77–101 (2006)
Beins, B.C., McCarthy, M.A.: Research Methods and Statistics. Cambridge University Press (2017)
Garner, S.: A quantitative study of a software tool that supports a part-complete solution method on learning outcomes. J. Inf. Technol. Educ. (2009)
Carini, R.M., Kuh, G.D., Klein, S.P.: Student engagement and student learning: Testing the linkages. Res. High. Educ. 47(1), 1–32 (2006)
Sinclair, J., et al.: Measures of student engagement in computer science. In: Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education. ACM (2015)
Garner, S.: A program design tool to help novices learn programming. In: ICT: Providing Choices for Learners and Learning (2007)
Deek, F., Kimmel, H., McHugh, J.A.: Pedagogical changes in the delivery of the first-course in computer science: problem solving, then programming. J. Eng. Educ. 87(3), 313–320 (1998)
Morgado, C., Barbosa, F.: A structured approach to problem solving in CS1. In: Proceedings of the 17th ACM Annual Conference on Innovation and Technology in Computer Science Education. ACM, Haifa (2012)
Ginat, D., Menashe, E.: SOLO taxonomy for assessing novices’ algorithmic design. In: Proceedings of the 46th ACM Technical Symposium on Computer Science Education. ACM (2015)
Cabo, C.: Quantifying student progress through Bloom’s taxonomy cognitive categories in computer programming courses. In: ASEE Annual Conference and Exposition, Conference Proceedings (2015)
Lahtinen, E., Ala-Mutka, K., Järvinen, H.-M.: A study of the difficulties of novice programmers. In: ACM SIGCSE Bulletin. ACM (2005)
Hummel, H.G.K.: Feedback model to support designers of blended learning courses. Int. Rev. Res. Open Distrib. Learn. 7(3) (2006)
Liikkanen, L.A., Perttula, M.: Exploring problem decomposition in conceptual design among novice designers. Des. Stud. 30(1), 38–59 (2009)
Hundhausen, C.D., Brown, J.L.: What You See Is What You Code: A “live” algorithm development and visualization environment for novice learners. J. Vis. Lang. Comput. 18(1), 22–47 (2007)
Paschali, M.E., et al.: Tool-assisted Game Scenario Representation Through Flow Charts. In: ENASE (2018)
Hu, C.: Can students design software?: The answer is more complex than you think. In: Proceedings of the 47th ACM Technical Symposium on Computing Science Education. ACM, Memphis (2016)
Eckerdal, A., et al.: Can graduating students design software systems? ACM SIGCSE Bull. 38(1), 403–407 (2006)
Eckerdal, A., et al.: Categorizing student software designs: methods, results, and implications. Comput. Sci. Educ. 16(3), 197–209 (2006)
Tenenberg, J.D., et al.: Students designing software: a multi-national, multi-institutional study. Inf. Educ. 4(1), 143–162 (2005)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this paper
Cite this paper
Higgins, C., O’Leary, C., McAvinia, C., Ryan, B. (2020). Novice Learner Experiences in Software Development: A Study of Freshman Undergraduates. In: Lane, H.C., Zvacek, S., Uhomoibhi, J. (eds) Computer Supported Education. CSEDU 2019. Communications in Computer and Information Science, vol 1220. Springer, Cham. https://doi.org/10.1007/978-3-030-58459-7_15
Download citation
DOI: https://doi.org/10.1007/978-3-030-58459-7_15
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-58458-0
Online ISBN: 978-3-030-58459-7
eBook Packages: Computer ScienceComputer Science (R0)