Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers

10.28945/4246 ◽  
2019 ◽  
Keyword(s):  
Undergraduate Students ◽  
Classroom Practice ◽  
Group Discussion ◽  
Intervention Strategy ◽  
Practice Volume ◽  
Future Research ◽  
Achievement Level ◽  
Java Programming ◽  
Ability Levels ◽  
Programming Errors

[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

scholarly journals Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers

10.28945/4322 ◽  
2019 ◽  
Vol 18 ◽  
pp. 049-059
Author(s):  
Philip Olu Jegede ◽  
Emmanuel A. Olajubu ◽  
Adekunle Olugbenga Ejidokun ◽  
Isaac Oluwafemi Elesemoyo
Keyword(s):  
Undergraduate Students ◽  
Classroom Practice ◽  
Group Discussion ◽  
Intervention Strategy ◽  
Future Research ◽  
Achievement Level ◽  
Java Programming ◽  
Ability Levels ◽  
Semantic Errors ◽  
Programming Errors

Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

Recreational Prescription Drug Use Among College Students

NASPA Journal ◽  
2006 ◽  
Vol 43 (1) ◽  
Author(s):  
Ethan A Kolek
Keyword(s):  
Drug Use ◽  
Prescription Drug ◽  
Undergraduate Students ◽  
Prescription Drugs ◽  
Drug Users ◽  
Research University ◽  
Future Research ◽  
Negative Consequences ◽  
Prescription Drug Use ◽  
Other Substances

The purpose of this study was to explore recreational prescription drug use among undergraduate students. Although anecdotal accounts on this subject abound, empirical research is extremely limited. Data from a survey of a random sample of 734 students at a large public research university in the Northeast were examined. Results indicate that a substantial proportion of students reported having used prescription drugs for recreational purposes in the year prior to survey administration. Recreational prescription drug use was positively associated with the use of other substances including alcohol. Recreational prescription drug users were also more likely than other drug users to report negative consequences as a result of their drug use. Implications for future research and for student affairs are discussed.

scholarly journals People with amyotrophic lateral sclerosis and their caregivers: what matters most?

2021 ◽  
pp. bmjspcare-2020-002741
Author(s):  
Paola Brunori ◽  
Maria Grazia Celani ◽  
Angelo Alberto Bignamini ◽  
Marzia Carlini ◽  
Rossella Papetti ◽  
...  
Keyword(s):  
Amyotrophic Lateral Sclerosis ◽  
Disease Burden ◽  
Anger Management ◽  
Care Service ◽  
Group Discussion ◽  
Future Research ◽  
Text File ◽  
Medical Issues ◽  
Research Questions ◽  
Lateral Sclerosis

ObjectivesThe aim of this study is to collect the perspectives and values of people affected by amyotrophic lateral sclerosis (ALS) and their carers to offer clinicians, researchers and policymakers aspects which are precious in prioritising future research questions and reshaping care service organisations in a participatory approach.Design and settingCohort study using ALS Umbria, the electronic database in Italy.ParticipantsEleven patients and 33 carers who agreed to participate in the study were divided into six focus groups by ‘status’ (patient or carer) and by four severity levels of ‘burden of disease’.MethodsA semiquantitative analysis was undertaken. Each recorded group discussion was transcribed into text file and independently read by two psychologists and two ALS specialists to blindly identify needs, emotions and medical issues, which are the key semantic meanings expressed. Any disagreement in interpretation was resolved through consultation among authors.ResultsCarers pronounced significantly more words related to patient’s disease burden they cared. 40% of subjects expressed the need for ‘assistance’, regardless of the disease burden. ‘Anger’ alone represented more than 1/4 of all expressed emotions and was more common in patients than in carers (73% vs 36%, p=0.077). The most frequent medical issue expressed by 1/3 of participants was ‘difficulty in communication’.ConclusionThis study has given voice to the expectations of those affected by the burden of ALS. ‘Welfare assistance’, ‘anger management’ and resolution of ‘difficulties in communication’ represent issues that need to be analysed in a common prioritised research agenda with sensible and shared outcome measures to implement patient-centred medicine.

STIMULANT MEDICATION IS ASSOCIATED WITH ENHANCING, RATHER THAN UNDERMINING, PERCEPTIONS OF THE TRUE ACADEMIC SELF

2020 ◽  
Vol 39 (7) ◽  
pp. 592-616
Author(s):  
David R. Pillow ◽  
Meghan A. Crabtree ◽  
Willie J. Hale ◽  
Sally Kordab ◽  
Betsy Hoza
Keyword(s):  
Undergraduate Students ◽  
Stimulant Medication ◽  
Positive Mood ◽  
Need Satisfaction ◽  
Future Research ◽  
Barriers To Success ◽  
Medication Usage ◽  
State Measure ◽  
History Of ◽  
Stimulant Medications

Introduction: Stimulant medication is effective in treating Attention Deficit Hyper-activity Disorder, and by removing barriers to success, may enhance perceptions of authenticity (i.e., feeling like one's true, core, autonomous self) among those receiving medication. In contrast, it is also possible that stimulant medications undermine perceptions of authenticity. Methods: To examine these two possibilities, 64 undergraduate students with a history of ADHD and medication usage wrote a narrative about a time when they felt either: least authentic while taking medication, most authentic while taking medication, least authentic while unmedicated, or most authentic while unmedicated. Participants then completed retrospective assessments concerning that experience. Results: Supporting the medication enhancement possibility, participants reported greater need satisfaction and more positive mood states when recalling states in which they were most like their true selves on medication than when off—especially when reporting on their academic selves. No differences were found on a state measure of prescriptive authenticity. Discussion: Results are discussed with respect to linkages to the literature on attributions and stimulant medications. Limitations and future research design possibilities are discussed as more research is needed regarding managing stimulant medication and authentic identities.

scholarly journals Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class

2021 ◽  
Author(s):  
Kasiyah Junus ◽  
Harry Budi Santoso ◽  
Mubarik Ahmad
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Role Playing ◽  
Future Research ◽  
Computer Aided Instruction ◽  
Online Discussion Forum ◽  
Computer Aided ◽  
Community Of Inquiry Framework ◽  
The Impact

AbstractThis current study investigates the use of online role-playing, in an online discussion forum, in learning the community of inquiry framework – an area of learning covered in the Computer-Aided Instruction (CAI) course, an elective course for Computer Science undergraduate students at Universitas Indonesia. The participants were divided into different roles. Each group was triggered to discuss the implementation of online collaborative learning. A mixed-methods approach was utilised to analyse the qualitative and quantitative data. The result of content analysis exhibited students implementing all the components of the CoI framework. Teaching presence was the rarest, as students were focused on delivering their ideas. Social presence appeared in almost all messages since it is the easiest, and students can feel the impact immediately. The discussion moved to the integration phase but did not proceed to resolution. This study suggested some recommendations and future research topics.

scholarly journals Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

2016 ◽  
Vol 8 (2) ◽  
pp. 114 ◽  
Author(s):  
Said Aldhafri ◽  
Ibrahim Al-Harthy
Keyword(s):  
Undergraduate Students ◽  
Parenting Styles ◽  
Academic Identity ◽  
Identity Status ◽  
Future Research ◽  
Validity And Reliability ◽  
Identity Statuses ◽  
Reasonable Evidence ◽  
Explained Variance ◽  
The Relationship

<p>The current study examined the relationship between university students’ academic identity and their perceptions of their parents’ parenting styles among a sample of Omani students. Marcia’s (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was &amp; Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students’ academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper.</p>

scholarly journals INSTAPALS: FACILITATING INTERGENERATIONAL CONTACT THROUGH TECHNOLOGY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S808-S809
Author(s):  
Ashley Lytle ◽  
Nancy Nowacek
Keyword(s):  
Older Adults ◽  
Older Adult ◽  
Undergraduate Students ◽  
Intergenerational Relationships ◽  
Future Research ◽  
Intergroup Contact Theory ◽  
Social Exchanges ◽  
Use Of Technology ◽  
Students Attitudes ◽  
Aging Anxiety

Abstract Using the traditional framework of Pen Pals, Instapals was a project that facilitated 1-to-1 intergenerational relationships through daily exchanges on Instagram for 30 days. Although communication channels have exploded in the past 10 years in large part to social platforms and digital technologies, the diversity of daily social interactions has decreased. More and more, society has become siloed by age, interest, and belief. Building off intergroup contact theory, Instapals was designed to encourage positive intergenerational contact between younger (undergraduate students) and older adults (individuals 65+) and challenge ageist beliefs. Intergenerational social exchanges occurred both on Instagram and during three in-person meetings. Among undergraduate students, attitudes and stereotypes toward older adults and aging were assessed at three timepoints (before meeting their older adult partner, during a mid-point evaluation, and at the end of the project). Quantitative analyses demonstrate a decrease in aging anxiety, a decrease in psychological concerns about the aging process, and a greater endorsement of positive perceptions toward one’s older adult partner. Qualitative analyses of written responses from students (collected before meeting their older adult partner and at the end of the project) revealed that the Instapals project helped students challenge ageist attitudes and stereotypes and was perceived to be a positive experience overall. Implications suggest that positive intergenerational contact can be facilitated and enhanced through the use of technology. Future research should explore whether attitudes, stereotypes, and self-perceptions of aging changed among older adults as well as other technological mechanisms for facilitating intergenerational contact.

scholarly journals Finding Research Topic and Its Effect on Research Learners’ Motivation: An Action Research

2020 ◽  
pp. 36-47
Author(s):  
Jigme Dorji
Keyword(s):  
Action Research ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Intervention Strategies ◽  
Research Topic ◽  
Methods Course ◽  
Future Research ◽  
Post Intervention ◽  
Language And Culture ◽  
Interest And Motivation

This paper reports the findings from an action research on effect of teaching how to find research topic to the undergraduate students’ interest and motivation in learning research. The action research employing mixed methods approach was conducted on 95 first year Bachelor of Bhutan and Himalayan Studies (BHS) students taking research methods course at the College of Language and Culture Studies, Royal University of Bhutan. Baseline data were collected using self-developed questionnaire (N=95), focus group interview (N=6) and four experts’ rating on students’ research topics. Intervention strategies to find research topic were adapted from Bui [1] and Lester and Lester Jr.’s [2] framework and implemented to enable students to speculate, frame and evaluate their research topic. After three weeks of intervention, a post-intervention data were collected employing same procedures and tools as the pre-survey data were collected. Further, to validate the findings, researcher added field notes from the observation during implementing the intervention. Findings showed that intervention strategies have made an impact on students’ ability to find research topic, which in turn indicated that students interest and motivation towards research learning augmented. Recommendations to fortify students’ research learning experience and need for future research are also provided. 

scholarly journals Perfectionism, Depression, Anxiety, and Academic Performance in Premedical Students

2010 ◽  
Vol 1 (2) ◽  
pp. e96-e104 ◽  
Author(s):  
Melina Sevlever ◽  
Kenneth G. Rice
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Future Research ◽  
Depression And Anxiety ◽  
Personal Standards ◽  
Premedical Students ◽  
Comparable Effect ◽  
High Standards ◽  
Personal Standards Perfectionism ◽  
Group Self

This study examined differences in perfectionism, depression, anxiety, and academic performance between premedical (N = 104) and non-premedical (N = 76) undergraduate students. Results indicated that premedical students did not differ significantly from non-premedical students in perfectionistic self-criticism, personal standards perfectionism, depression, or anxiety. Perfectionistic high standards were not correlated with depression or anxiety for either group. Self-critical perfectionism was positively correlated with depression and anxiety, with comparable effect sizes, for both groups of students. Premedical students and non-premedical students drastically differed in their reported academic performance (GPA). For premedical students, PS perfectionism was related to higher GPA, however PS perfectionism in non-premedical students had a negligible effect in increasing GPA. The implications of these results for interventions and future research are discussed.

scholarly journals Abstracts Writing : A Path for Understanding Academic Text of Mathematics

2018 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Misdi Misdi
Keyword(s):  
Qualitative Study ◽  
Best Practices ◽  
Undergraduate Students ◽  
Classroom Observation ◽  
Group Discussion ◽  
Self Report ◽  
Small Group Discussion ◽  
Class Discussion ◽  
Proof Reading ◽  
Abstract Feature

This is a qualitative study to explore the students' competence in pursuing ofabstract writing among the undergraduate students of Mathematics department. The data were collected through classroom observation and self report. By applying self assignment, small group discussion, and presentation, the students' writing experiences were employed in order to discuss the weaknesses and strengths of the mathematic articles given during class discussion; whereas proof-reading, revising, and supervising were also critically provided. As the results, five classes that were involved in the investigation as the sample shows their abilities in applying their best practices based on the suggested method. The results indicate that the undergraduate students of Mathematics were able to reconstruct their ideas in the form of abstract feature, while the abstract writing method was possibly applied in the course of Mathematics.

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