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Enhancing problem-solving skills of novice programmers in an introductory programming course

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dc.citedby6
dc.contributor.authorMalik S.I.en_US
dc.contributor.authorMathew R.en_US
dc.contributor.authorAl-Sideiri A.en_US
dc.contributor.authorJabbar J.en_US
dc.contributor.authorAl-Nuaimi R.en_US
dc.contributor.authorTawafak R.M.en_US
dc.contributor.authorid57139473400en_US
dc.contributor.authorid57207823037en_US
dc.contributor.authorid57207830966en_US
dc.contributor.authorid57207953692en_US
dc.contributor.authorid57207829921en_US
dc.contributor.authorid57201906735en_US
dc.date.accessioned2023-05-29T09:42:28Z
dc.date.available2023-05-29T09:42:28Z
dc.date.issued2022
dc.descriptionInternet protocols; Learning algorithms; Learning systems; Semantics; Teaching; Introductory programming; Introductory programming course; Problem solving skills; Programming exercise; Programming knowledge; Semi structured interviews; Students' behaviors; Traditional approaches; Studentsen_US
dc.description.abstractNovices should focus both on problem-solving skills and programming knowledge (syntax and semantics) in learning to program. Most introductory programming courses pay more attention to programming knowledge. This study introduces a PAAM model (Problem Analysis Algorithmic Model) in the teaching�learning process of the introductory programming (IP) course. The model focuses on problem statement requirements (input, output, and process) and problem-solving skills for novices. A web application was developed to offer the model in the course. Two surveys were conducted to collect the responses of IP students. Semistructured interviews were performed with the IP instructors. The final exam grades of the IP course over the last two semesters were compared to determine the impact of the PAAM model on the students gain. Results show that most students appreciated the model in the teaching�learning process of the course. The model helps students to develop problem-solving skills (p =.002), understand problem statement inputs (p =.003), process (p =.004), outputs (p =.034), and motivates them to learn programming (p =.031). The application impacts positively on students' behavior and attitude toward�completing the programming exercises in the course. Overall, the PAAM approach (11.1%) impacts positively by decreasing the attrition rate (9.9%) in the course when it is compared with the traditional approach (21.0%). � 2021 Wiley Periodicals LLCen_US
dc.description.natureFinalen_US
dc.identifier.doi10.1002/cae.22450
dc.identifier.epage194
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85114374135
dc.identifier.spage174
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85114374135&doi=10.1002%2fcae.22450&partnerID=40&md5=3fbde52df6579c3fcf6ad209d327fbab
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/27307
dc.identifier.volume30
dc.publisherJohn Wiley and Sons Incen_US
dc.sourceScopus
dc.sourcetitleComputer Applications in Engineering Education
dc.titleEnhancing problem-solving skills of novice programmers in an introductory programming courseen_US
dc.typeArticleen_US
dspace.entity.typePublication
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