Volume 2
- Number 2 (2009)
Volume 3
- Number 1 (2010)
- Number 2 (2010)
Volume 4
- Number 1 (2011)
- Number 2 (2011)
Volume 5
- Number 1 (2012)
- Number 2 (2012)
Volume 6
- 2013
Volume 7
Volume 8
- Number 1 (2015)
- Number 2 (2015)

CALL FOR PAPERS YEAR 2017

IMPORTANT DATES:
Submission Due Date: May 12, 2017
Notification to Authors: May 31, 2017
Journal Publication: July 15, 2017 onwards


EDITORIAL BOARD

Journal of Engineering & Technological Advances
Chief Editor:
Dr. Chia Chee Ming
Deputy Chief Editor:
Dr. Leelavathi Rajamanickam
Editors:
Prof. Omar Munir
Dr. Yap Pow Seng
Pn. Salmaliza Salleh
Mr. Chen Woon Choong
Ms. Kate Lam Woon Yee
 
Asia Pacific Journal of Health Sciences Research
Chief Editor:
Dr Neeraj Malhotra
Deputy Chief Editor:
Prof. Dr. Jamaludin Zainol
Editors:
Datuk Dr Khairiyah Abd Muttalib
Prof. Dr Nyan HL
Assoc. Prof. Tey Kim Kuan
Assoc. Prof. Ong Bee Leng
 
Asia Pacific Journal of Business, Humanities & Education
Chief Editor:
Dr. Mahiswaran Selvanathan
Deputy Chief Editor:
Assoc. Prof. Dr. Stanley Yap
Editors:
Assoc. Prof. Dr. Firdaus Low Abdullah
Dr. Mahadevan Supramaniam
Dr. Chong Wei Ying
Dr. Ramachandran Ponnan
 
 
DO INSTRUCTIONAL METHODS AND LEARNING STYLES INFLUENCE STUDENTS' CODING PERFORMANCE IN COMPUTER PROGRAMMING?
Author : Tie Hui Hui, Irfan Naufal Umar
Formats available : Flipbook (English)
You have : FREE Access
 
View Full Text Article
Read Article Online Download PDF
 
Abstract
The purpose of this study is to investigate the effects of instructional methods and learning style preferences in learning the C++ language, especially in terms of the quality of codes written and the number of errors made in the programming coursework. A total of 120 computing students were involved in this seven-week study and they were randomly assigned to one of three groups, namely, (i) either one that received a combination of metaphor and pair programming (MPP), (ii) one that received a pair programming method (PP), or (iii) one that received only the metaphor instruction method (MI). The participants in both the MPP and the PP groups worked in pairs while those in the MI group worked individually. Two programming courseworks were used to measure the students' coding performance. It was found that students in the MPP group developed better quality codes and made fewer mistakes during coding compared to those in the PP and MI groups. However, there was no significant difference between the visual and verbal students in coding performance. Also, no interaction effect was observed between the method and the learning style on coding performance, i.e., verbal students always performed better either in the MPP, PP or MI groups. Metaphors have assisted the students in developing deeper conceptual understanding by linking the known to the newly acquired concepts; and PP was found to promote peer discussions. Such a combination of strategies is recommended for cultivating interests in learning programming. Lecturers should also take note of individual learning style preference in order to reinforce the students' engagement while learning programming.
 
Authors(s) Affiliations
SEGi College Penang, Penang, Malaysia; Universiti Sains Malaysia, Penang, Malaysia.