Comparative study of self-test questions and self-assessment object for introductory programming lessons


Hew, Soon Hin and Koo, Ah Choo (2015) Comparative study of self-test questions and self-assessment object for introductory programming lessons. Procedia - Social and Behavioral Sciences, 176. pp. 236-242. ISSN 1877-0428

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Comparative Study of Self-test Questions and Self-assessment Object for Introductory Programming Lessons.pdf
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Computer programming learning requires declarative and procedural knowledge. Novice learners acquire programming declarative knowledge via lectures, tutorials, and self-assessment. Cognitive overload within programming learning materials is one of several learning barriers. Self-assessing is important to assist learners to identify misconceptions and to encourage the correct construction of knowledge. Self-Test Questions (STQ) and solutions in print are common learning methods used in a typical programming learning environment. Comparatively, Self-Assessment Object (SAO) is a type of learning object used to examine usefulness in order to impart declarative knowledge. One hundred and three foundation engineering students, enrolled in a C programming module, took part in this study and were randomly assigned to two groups. A control group used STQ and an experimental group used SAO in a programming lab over seven teaching weeks. Post-test and supporting survey results suggest that SAO was able to support programming learning and mitigate the learning difficulties addressed in this study.

Item Type: Article
Subjects: Q Science > QA Mathematics > QA71-90 Instruments and machines > QA75.5-76.95 Electronic computers. Computer science
T Technology > TK Electrical engineering. Electronics Nuclear engineering
Divisions: Faculty of Creative Multimedia (FCM)
Depositing User: Ms Nurul Iqtiani Ahmad
Date Deposited: 10 Apr 2015 02:54
Last Modified: 10 Apr 2015 02:54


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