Computer Programming Instruction
S. Kim MacGregor · Journal of Research on Computing in Education · 1988
This study investigated the effects of teaching students to program the computer with an instructional approach that emphasizes student collaboration and structured design concepts. Sections of a high school computer science class were assigned randomly to one of two methods of programming instruction (individualistic-traditional or team-structured). The results from analyses of variance revealed a significant effect in favor of the team-based structured programming methodology on students’ programming performance and attitude toward programming. In addition, there were significant positive correlations between student ability to design solutions to programming problems and total programming performance and attitude toward programming. The findings are discussed with respect to implications for programming instruction in high school computer science classes.