The Effects of Objects-First and Objects-Late Methods on Achievements of OOP Learners

DOI: 10.4236/jsea.2012.510094   PDF   HTML     3,654 Downloads   5,508 Views   Citations

Abstract

Our research explored the effects of objects-first and objects-late methods on achievements of object-oriented pro-gramming (OOP) learners during a graduate course. The course’s scope was virtually identical for two groups, but the structure of the contents differed in sequence. The objects-first method emphasized the design and discussion of the object-oriented concepts from the very beginning while the objects-late deferred these concepts to the late lectures. The objects-first learners used all visual functionalities of BlueJ IDE. However, the objects-late learners started with only the text-based interfaces of BlueJ and they benefited its visual support in the last lectures. At the end of the study, we found that there was a statistically significant difference between OOP learner groups.

Share and Cite:

M. Pasa Uysal, "The Effects of Objects-First and Objects-Late Methods on Achievements of OOP Learners," Journal of Software Engineering and Applications, Vol. 5 No. 10, 2012, pp. 816-822. doi: 10.4236/jsea.2012.510094.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] M. Ben-Ari, “Constructivism in Computer Science Education,” Proceedings of the 29th Technical Symposium on Computer Science Education, New York, 26 February-1 March 1998, pp. 257-261.
[2] A. E. Fleury, “Student Conceptions of Object-Oriented Programming in Java,” The Journal of Computing in Small Colleges, Vol. 15, No. 1, 1999, pp. 69-78.
[3] M. Kolling, “The Problem of Teaching Object-Oriented Programming, Part 1: Languages,” Journal of Object-Oriented Programming, Vol. 11, No. 8, 1999, pp. 8-15.
[4] A. Eckerdal, “Novice Students’ Learning of Object-Oriented Programming,” Unpublished Doctoral Dissertation, The Uppsala University, Uppsala, 2006.
[5] M. Kolling and J. Rosenberg, “Guidelines for Teaching Object Orientation with Java,” Proceedings of the 6th Annual Conference on Innovation and Technology in Computer Science Education, Canterbury, 25-27 June 2001, pp. 33-36.
[6] H. Zhu and M. Zhou, “Methodology First and Language Second: A Way to Teach Object-Oriented Programming,” OOPSLA 2003: Companion of the 18th Annual ACM Conference on Object-Oriented Programming, Systems, Languages, and Applications, New York, 26-30 October 2003, pp. 140-147.
[7] K. B. Bruce, “Controversy on How to Teach CS 1: A Discussion on the SIGCSE-Members Mailing List,” In inroads—The SIGCSE Bulletin, Vol. 37, No. 2, 2005, pp. 111-117.
[8] A. Ehlert and C. Schulte, “Empirical Comparison of Objects-First and Objects-Later,” Proceedings of the 5th International Workshop on Computing Education Research Workshop, Berkeley, 10-11 August 2009, pp. 15-26. doi:10.1145/1584322.1584326
[9] R. B. Findler, C. Flanagan, M. Flatt, S. Krishnamurthi and M. Felleisen, “Drscheme: A Pedagogic Programming Environment for Scheme,” Programming Languages: Implementations, Logics, and Programs, Vol. 12, No. 2, 2002, pp. 159-182. doi:10.1007/BFb0033856
[10] E. Allen, R. Cartwright and B. Stoler, “DrJava: A LightWeight Pedagogic Environment for Java,” Proceedings of the 33rd Technical Symposium on Computer Science Education, New York, 26 February-2 March 2002, pp. 137-141.
[11] S. Georgantaki and S. Retalis, “Using Educational Tools for Teaching Object Oriented Design and Programming,” Journal of Information Technology Impact, Vol. 7, No. 2, 2007, pp. 111-130.
[12] A. Patterson, M. K?lling, B. Quig and J. Rosenberg, “The BlueJ System and Its Pedagogy,” Journal of Computer Science Education, Vol. 13, No. 4, 2003, pp. 13-24.
[13] M. Kolling, “The Problem of Teaching Object-Oriented Programming, Part 2: Environments,” Journal of Object-Oriented Programming, Vol. 11, No. 9, 1999, pp. 6-12.
[14] D. Buck and D. J. Stucki, “JKarel Robot: A Case Study in Supporting Levels of Cognitive Development in Computer Science Curriculum,” ACM SICGSE Bulletin, Vol. 33, No. 1, 2000, pp. 16-20.
[15] S. Cooper, W. Dann and R. Paush, “Alice: A 3-D Tool for Introductory Programming Concepts,” Journal of Computing in Small Colleges, Vol. 15, No. 5, 2000, pp. 108-117.
[16] D. J. Barnes and M. Kolling, “Objects First with Java: A Practical Introduction Using BlueJ,” 2nd Edition, Prentice Hall, New Jersey, 2005.
[17] M. Torgersen, H. R. Kresten and K. Thorup, “A Conceptual Approach to Teaching Object-Orientation to C Programmers,” The Proceedings of Educators’ Symposium: Conference on Object-Oriented Programming Systems, Languages and Applications, Vancouver, 18-22 October 1998, pp. 3-10.
[18] J. Bennedsen and M. Caspersen, “Programming in Context: A Model-First Approach to CS1,” Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education, Norfolk, 3-7 March 2004, pp. 477-481.
[19] S. Xinogalos, “Guidelines for Designing and Teaching an Effective Object-Oriented Design and Programming Course,” Advance Learning, 2010, pp. 397-422.
[20] M. Petre, “Mental Imagery and Software Visualization in High-Performance Software Development Teams,” Journal of Visual Languages and Computing, Vol. 21, No. 3, 2010, pp. 171-183. doi:10.1016/j.jvlc.2009.11.001

  
comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.