Persistence of Early Misconceptions Hinders Progress in Learning Computer Programming
Cándido Cabo · 2025
Contribution: The purpose of this study is: 1) to identify students' early misconceptions in problem understanding and the use of variables/sequencing in a first-year computer programming course using Python; 2) to quantify how early misconceptions evolve over time, and 3) to characterize how misconceptions in the use of variables/sequencing affect learning more advanced computer programming concepts. Background: It has not been clearly established how early misconceptions evolve over time and how they affect learning later in the semester. Research questions: 1) Which are the most common misconceptions in the use of variables/sequencing in a first-year Python course? 2) Do those early misconceptions persist late in the semester? 3) Does the persistence of misconceptions in variable/sequencing hinder progress in learning more advanced computer programming concepts? Methodology: We assessed student performance (n=116) in multiple choice and short answer questions that involved reading and/or writing small flowcharts or snippets of Python code. Findings: Problem understanding remains a challenge for ~45% of students until the end of the semester. Misconceptions in variable assignment/sequencing persist late in the semester for ~20% of students hindering their progress in learning more advanced computer programming concepts.