Students’ perspective on the first programming language: C-like or Pascal-like languages?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14330%2F18%3A00101985" target="_blank" >RIV/00216224:14330/18:00101985 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1007/s10639-017-9601-6" target="_blank" >http://dx.doi.org/10.1007/s10639-017-9601-6</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10639-017-9601-6" target="_blank" >10.1007/s10639-017-9601-6</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Students’ perspective on the first programming language: C-like or Pascal-like languages?

Popis výsledku v původním jazyce

The choice of the first programming language (FPL) has been a controversial issue for several decades. Nearly everyone agrees that the FPL is important and affects students’ subsequent education on programming. The study presented in this article investigates the suitability of various C-like and Pascal-like programming languages as a FPL. Students from three Universities express their perceptions on the FPL through a specially designed questionnaire. The students had been introduced to programming using different FPLs and having experience on more than one language and formulated two distinct groups: a group introduced to programming with a C-like and another with a Pascal-like language. The statistical analysis of the data collected showed that the choice of the FPL does not have a deep impact on difficulties that novices may experience when learning the basics of programming. However, this result was recorded in the context of three distinct programming courses that were positively evaluated by students in relation to their content, organization and quality. Consequently, this study indicates that the overall quality of the course and the instructors have a great impact on a smooth introduction to programming no matter what the FPL is.

Název v anglickém jazyce

Students’ perspective on the first programming language: C-like or Pascal-like languages?

Popis výsledku anglicky

The choice of the first programming language (FPL) has been a controversial issue for several decades. Nearly everyone agrees that the FPL is important and affects students’ subsequent education on programming. The study presented in this article investigates the suitability of various C-like and Pascal-like programming languages as a FPL. Students from three Universities express their perceptions on the FPL through a specially designed questionnaire. The students had been introduced to programming using different FPLs and having experience on more than one language and formulated two distinct groups: a group introduced to programming with a C-like and another with a Pascal-like language. The statistical analysis of the data collected showed that the choice of the FPL does not have a deep impact on difficulties that novices may experience when learning the basics of programming. However, this result was recorded in the context of three distinct programming courses that were positively evaluated by students in relation to their content, organization and quality. Consequently, this study indicates that the overall quality of the course and the instructors have a great impact on a smooth introduction to programming no matter what the FPL is.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal Education and Information Technologies

ISSN

1360-2357

e-ISSN

—

Svazek periodika

23

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

16

Strana od-do

287-302

Kód UT WoS článku

000422796200019

EID výsledku v databázi Scopus

2-s2.0-85016544738