Novice Programmers Conceptions of Loops in K-12 Education in Consideration of Interest and Ability
Anette Bentz, Bernhard Standl · 2023
This paper investigates the comprehension of loops among novice programmers using block-based programming languages. While previous studies have extensively examined programming misconceptions in higher education and text-based programming languages, limited attention has been given to the exploration of such misconceptions in block-based programming, which is commonly used in K-12 education. The study analyzes the understanding of loops with a sample of N=114 lower secondary school students, focusing on two aspects: (1) identifying error clusters in programming tasks and (2) relating learning outcomes to students’ abilities and interests. The results reveal significant challenges in 8th-grade students’ comprehension of loops in block programming. Additionally, higher-performing students demonstrate fewer errors in the programming test, reflecting their problem-solving skills. However, no significant correlation is found between students’ interest and their performance on the programming test, indicating that no distinct interest groups can be identified based on learning outcomes. The study suggests that providing expository learning materials differentiated by students’ abilities and interests can help address conceptual difficulties.