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Please use this identifier to cite or link to this item: http://hdl.handle.net/1812/61

Authors: Gill, Randave Singh
Keywords: Teaching introductory programming
Issue Date: Jun-2006
Abstract: Teaching introductory programming is still seen to be a very challenging in today’s world of computing education. Many key factors such as high failure rates in first year programming courses, low student retention numbers in programming streams and the reluctance of students to pursue advance programming courses provide indication of the difficulties faced by educators and students. Educators are constantly finding ways to improve the various elements relating to the teaching and learning of the subject in order to reduce or eliminate the challenges being faced. One example of these initiatives which is currently being studied and applied in various institutions, is the need to understand the student’s cognitive characteristics in order to develop a more individualized and specific learning environment. Other forms of benefits resulting from the paradigm shift of traditional (objectivism) to newer and more effective teaching models (constructivist model) as well as the proliferation of various Internet based support tools are also being measured and piloted accordingly. It is with this tone that this study aims develop a support framework that will improve the process of teaching introductory programming. The development and implementation of this framework is expected to enhance the teaching process hence creating a more conducive learning environment. The formation of this framework will be based on the findings and conclusions gathered from various initiatives and research from all around the world as well as from the lecturers and students within FSKTM.
Description: Master of Computer Science
URI: http://dspace.fsktm.um.edu.my/handle/1812/61
Appears in Collections:Masters Dissertations: Computer Science

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