Problem-Solving Strategies and Group Processes in Small Groups Learning Computer Programming

This study investigated the planning and debugging strategies and group processes that predicted learning of computer programming in small groups and found that demographic characteristics, aptitudes, and cognitive style measures did not predict planning, debugging, or verbal interaction.

Abstract

This study investigated the planning and debugging strategies and group processes that predicted learning of computer programming in small groups. Thirty students aged 11 to 14 learned Beginners All-Purpose Symbolic Instructional Code (BASIC) in 2-person groups. Students showed little advance planning; their style of planning and debugging was opportunistic. Specific planning and debugging variables that predicted learning included high-level planning of chunks of the program, and low-level planning and debugging of single statements. Group interaction variables related to learning included giving and receiving explanations, receiving responses to questions, and verbalizing input aloud while typing at the keyboard. Student demographic characteristics, aptitudes, and cognitive style measures did not predict planning, debugging, or verbal interaction.