Using a Problem Analysis Model to Enhance Student Learning in Computer Programming

Research on computer programming suggests that novice programmers possess inert knowledge when trying to solve programming problems. Moreover, research on teaching and learning computer programming indicates that offering appropriate conceptual models of computer programming concepts to novice programmers enhances their mental models and reduces their misconceptions in computer programming. The purpose of this study v/as to examine the effectiveness of a problem analysis learning model of computer programming to help novice programmers overcome their inert knowledge and learn a programming language. The problem analysis learning model combines a conceptual model and a holistic instructional approach for computer programming instruction. The conceptual component of the problem analysis model includes several computer simulations of database concepts. The purpose of the conceptual component of the problem analysis model is to offer students an opportunity to manipulate data in the computer simulations before formal instruction in order to help them construct their own knowledge of basic database concepts. The purpose of the holistic component of the problem analysis learning model is to help students integrate their programming knowledge to solve database problems. The holistic approach includes a fourstep process that consists of problem introduction, problem diagnosis, learning acti\dties, and database assignments. This study involved 100 inservice teachers enrolled in a basic computer programming workshop at The Institute for Secondary Schools Teachers in Taiwan (ISST). The teachers were randomly assigned to one of the two workshops conducted in this study (43 teachers in