The effect of selected variables on the learning of some computer programming elements

The widespread use of computers in most aspects of society has caused educators to introduce computing into many levels of the curriculum. In the absence of experience suggesting techniques for structuring such courses, an intuitive approach is usually taken. A conflict which has arisen because of this concerns the advantages or disadvantages of teaching high level languages before low level languages. This study attempted to resolve this conflict. An additional objective of the study was to investigate the effects of providing learners with a) computer generated reinforcement and b) differential error diagnostics in their programming exercises. Elements of high level and low level programming languages were selected to be illustrative of programming languages taught in Ontario secondary schools. Two programmed instruction (PI) manuals, each representing one of the language levels, were written and field-tested for this study. Two sets of problems, one for each manual, were designed to be administered in two interactive time-sharing sessions.