This thesis describes a research project aimed at improving the tracing skills of first-year programming students enrolled for an introductory C++ course at an open distance learning institution by means of a tutorial in the form of a program visualization tool to teach the students to draw variable diagrams. The research was based on the findings from the BRACElet project (Clear, Whalley, Robbins, Philpott, Eckerdal, Laakso & Lister, 2011). A design-based research methodology was followed. To guide the process of developing the tutorial, a framework of 26 guidelines for developing and using visualization tools to teach programming was synthesized from the literature on computing education research CER, educational psychology and computer graphics. Guidelines were supplemented with reasons or explanations for their recommendation and considerations to be taken into account when using a guideline. The framework was enhanced by lessons learnt during the development and testing of the tutorial. The tutorial was tested and refined during two implementation cycles. Both cycles included quantitative and qualitative investigations. All students registered for the introductory module received the tool with their study material. For the quantitative investigations, students completed a questionnaire after using the tutorial. Through the questionnaire biographical data was acquired, the manner in which students used the tutorial and how they experienced using it. The responses to the questionnaires were statistically analysed in combination with respondents’ final marks. The statistical modelling indicated that the students’ biographical properties (a combination of level of programming experience, marks obtained for Mathematics and English in matric and first-time registration for COS1511 or not), had the biggest impact on their final marks by far. During the qualitative investigations students were eye tracked in a Human-Computer Interaction laboratory. The gaze replays in both cycles revealed that students’ reading skills impacted largely on their success, connecting with the findings from the quantitative investigations. Reflections on why the tutorial did not achieve its purpose; and why poor reading skills may have such a strong effect on learning to program, contribute some theoretical understanding as to how novices learn to program. / Computer Science / D. Phil. (Computer Science)

This study was motivated by the need to overcome the pedagogical hindrances experienced by introductory object-oriented programming students in order to address the high attrition rate evident among novice programmers in distance education. The initial phase of the research process involved exploring a variety of alternative visual programming environments for novices. Thereafter the selection process detailed several requirements that would define the ideal choice of the most appropriate tool. An educational tool Raptor was selected. Lastly, the core focus of this mixed method research was to evaluate undergraduate UNISA students’ perceptions of the Raptor e-learning tools with respect to the perceived effectiveness in enhancing novices’ learning experience, in an attempt to lower the barriers to object-oriented programming. Students’ perceptions collectively of the Raptor visual tool were positive and despite the fact that the sample size was too small to achieve statistical significance, these quantitative and qualitative results provide the practical basis for implementing Raptor in future. Thus providing learning opportunities suited to learner interests and needs, can lead to an enormous potential to stimulate individuals’ motivation and development in creating a more positive learning experience to overcome barriers in programming and enhance concept understanding to address the diverse needs of students in distance education that could lead to a reduced dropout rate. / Computing / M. Sc. (Computing)