Issues and Concerns in the Instruction of Computer Programming Reginald E. Myrick, Department of Math and Computer Science, Lincoln University, PA

Barriers to Effective Instruction and Evaluation of CS Students web access during class hours – students have WWW access during class hours when they should be attempting and completing in-class assignments; not possible to prevent students from reading and Facebook profiles. Lack of self-discipline and focus on material; students who lack interest and self-discipline know that it cannot be imposed; little apprehension of failing grade Programming must necessarily be taught hands-on; option of lecture-based instruction not as effective

Barriers to Effective Instruction and Evaluation of CS Students writing a computer program is essentially an exercise in translation; similar to a word problem in basic math, e.g. Five more than twice a number is 17; find the number. the student is expected to realize (learn) that they must –choose a variable name for the unknown (x, say) –translate to an algebraic equation (2x + 5 = 17) –isolate the variable to solve (x = 6; found in two steps) in computer programming, problem must be fully understood before translation can be attempted; novices have difficulty translating a word description of a process into the sequence of steps required for a solution.

Barriers to Effective Instruction and Evaluation of CS Students sequence of steps (commands) use rigid and inflexible syntax ; most students are annoyed by this ; “if the computer is so smart, can’t it figure out what I mean” ? nesting is an unfamiliar concept ; situations arise when commands must be placed within commands ; little, if any, prior exposure. instantaneous feedback not exploited ; students have grown (been trained to) depend too much on teachers for their “learning” ; too much teaching, not enough learning out-of-class work not reliable ; charge of collaboration difficult to justify