Dissertations / Theses on the topic 'Novice programmer'
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McCall, Davin. "Novice programmer errors : analysis and diagnostics." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/61340/.
Full textNevins, Cole. "The effect of correspondence highlighting on novice programmer instruction." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Spring2009/c_nevins_042409.pdf.
Full textTitle from PDF title page (viewed on May 26, 2009). "School of Electrical Engineering and Computer Science." Includes bibliographical references (p. 64-72).
Alameh, Rola. "Investigating the effects of HPC novice programmer variations on code performance." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7783.
Full textThesis research directed by: Dept. of Computer Science. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Seals, Cheryl Denise. "A framework for Learning and Reuse in Visual Programming Environments: Supporting Novice Programmer Development of Educational Simulations." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/28766.
Full textPh. D.
Porter, Ronald, and ron porter@infoeng flinders edu au. "Design Patterns in Learning to Program." Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061127.153554.
Full textCoull, Natalie J. "SNOOPIE : development of a learning support tool for novice programmers within a conceptual framework." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/522.
Full textClarke, Anthony. "Instructional methods for novice programmers." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28166.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Citron, Judith Linda. "Cognitive processes of novice computer programmers." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019556/.
Full textde, Raadt Michael. "Teaching programming strategies explicitly to novice programmers." University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.
Full textMilner, Walter William. "Concept development in novice programmers learning Java." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1670/.
Full textTruong, Nghi Khue Dinh. "A web-based programming environment for novice programmers." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16471/.
Full textBuyrukoglu, Selim. "Semi-automated assessment of programming languages for novice programmers." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/33669.
Full textBertholf, Christopher Forrest. "Comprehension of Literate Programs by Novice and Intermediate Programmers." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4572.
Full textTula, Naveen. "An Empirical Study of How Novice Programmers Use the Web." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849754/.
Full textPrather, James. "Beyond Automated Assessment: Building Metacognitive Awareness in Novice Programmers in CS1." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1030.
Full textDePasquale, Peter Joseph III. "Implications on the Learning of Programming Through the Implementation of Subsets in Program Development Environments." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28367.
Full textPh. D.
Ma, Linxiao. "Investigating and improving novice programmers’ mental models of programming concepts." Thesis, University of Strathclyde, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444415.
Full textLong, Xingyu. "Understanding Common Scratch Programming Idioms and Their Impact on Project Remixing." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103475.
Full textMaster of Science
With over 68 million users and growing, Scratch has become one of the most popular programming languages for introductory computing learners. As with learning any programming language, understanding common programming idioms used in the language's application domain is important for both computing educators and learners. Educators need this understanding in order to fine-tune their curricular development, while learners can leverage this knowledge to effectively master the fundamentals by writing idiomatic code. Unfortunately, our understanding of what constitutes idiomatic Scratch code thus far has been limited. To address this knowledge gap, we systematically identified idioms based on source code with good code quality, as presented in widely available educational materials. We implemented a tool that automatically detects these idioms to assess their prevalence within a large, diverse dataset of over 70K Scratch projects. Since communal learning and the practice of remixing are one of the cornerstones of the Scratch programming community, we studied the relationship between common programming idioms and remixes. Having analyzed the original projects and their remixes, we found that different idioms may associate with dissimilar types of code changes. The ability to change a project in its remixes hinges on the project's code being easy to understand and modify. Our findings suggest that the presence of certain common idioms can positively impact the degree of code changes in remixes. Our findings can help form a foundation of what comprises common Scratch programming idioms, thus benefiting both introductory computing education and Scratch programming tools.
Case, Desmond Robert. "An animated pedagogical agent for assisting novice programmers within a desktop computer environment." Thesis, Staffordshire University, 2012. http://eprints.staffs.ac.uk/1979/.
Full textRudolph, Godfrey. "Instructional technology for the teaching of novice programmers at a university of technology." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1401.
Full textLearning computer programming can be fun, challenging and improve problem solving which is a useful ability in general. A teaching-learning environment with a strong emphasis on problem solving promotes social behaviour and discloses the personal benefits that individuals working in almost any Information Technology position can get from programming knowledge. This research project is looking at the challenges experienced by novice programmers and the negative effect it has on the student and the university. This study will address the knowledge and skills needs of programming students and the challenges for students and educators to evolve from traditional to technology-supported teaching and learning. Computer programming is a cognitively challenging subject and good instructional strategies are important in providing the student with optimal learner support. Novice programmers often struggle to understand how a computer executes a program, which impacts negatively on the delivery of the subject and throughput rates. The majority of first year Information Technology students at Cape Peninsula University of Technology are novice programmers and lack strong logic and reasoning as well as other Information Technology skills that can facilitate their interpretation and application of key concepts in programming. These challenges and negative impact on the academic development of programming students have therefore forced the researcher to investigate innovative teaching strategies and/or instructional technologies that can facilitate novice programmers in learning the basic programming concepts. The purpose of this on-going study is to enhance the traditional method of teaching and the understanding of the problems experienced by novice programmers. This study attempts to respond to the question of what the tentative design principles of instructional technology are that can be used to facilitate novice programmers’ understanding of programming concepts. A mix methodology was considered but at the end a qualitative approach was employed. Multiple sources of data gathering, which include participant observations, video recording, a questionnaire, and document analysis, were used as research instruments. The findings, relative to providing a basis for finding a mechanism to help our first year students to cope with the abstract concepts of programming, reflected the literature review. Other key findings included: Students have little or no prior computer or programming experience Student population is diverse in terms of computer skills and programming knowledge Visualization will help reduce the difficulties in writing programs The overall outcomes of this study suggest that: Good programming examples that include games should be used Students must be given the opportunity to be more active in their learning. Computerized assistants should be provided for novice programmers A visualization tool similar to Scratch should be considered A basic background in Mathematics is recommended
Al, Muljim Ensaf. "Designing, piloting and evaluating an ICT training programme for novice female primary teachers in Saudi Arabia." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3077.
Full textDudman, Kay Elizabeth. "An intention-based debugging system for novice assembly language programmers in an education environment." Thesis, Queen Mary, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528931.
Full textRajan, T. "APT : a principled design for an animated view of program execution for novice programmers." Thesis, Open University, 1986. http://oro.open.ac.uk/56927/.
Full textAthri, Ashima. "Integrating the Media Computation API with Pythy, an Online IDE for Novice Python Programmers." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/56564.
Full textMaster of Science
Vogts, Dieter. "The evaluation of a pedagogical-program development environment for Novice programmers : a comparative study." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/638.
Full textDillon, Edward. "Which environment is more suitable for novice programmers editor/command line/console environment vs. Integrated Development Environment /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/107.
Full textCoertzen, Marlé. "The development and implementation of a psychoeducational programme: a case study on mental toughness in a novice triathlete." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63010.
Full textBird, Amanda Jane. "Issues, opportunities and concepts in the teaching of programming to novice programmers at the University of Lincoln : three approaches." Thesis, University of Sheffield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419610.
Full textTechapalokul, Peeratham. "Automated Identification and Application of Code Refactoring in Scratch to Promote the Culture Quality from the Ground up." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/98756.
Full textDoctor of Philosophy
Software remains one of the most defect-prone artifacts across all engineering disciplines. Much of software engineering research and practice is concerned with improving software quality. While enormous prior efforts have focused on improving the quality of programs, this dissertation instead provides the means to educate the next generation of programmers who care deeply about software quality. If they embrace the culture of quality, these programmers would be positioned to drastically improve the quality of the software ecosystem, akin to professionals in traditional engineering disciplines. This dissertation describes novel methodologies, techniques, and tools for introducing novice programmers to software quality and its systematic improvement. This research builds on the success of Scratch, a popular visual programming language for teaching introductory students, to support the learning of code quality and its improvement. This dissertation improves the understanding of quality problems of novice programmers, creates analysis and quality improvement technologies, and develops instructional approaches for teaching quality improvement. This dissertation contributes (1) a large-scale study of recurring quality problems in Scratch projects and how these problems hinder communal learning, (2) four new refactorings, quality improving behavior-preserving program transformations, as well as their implementation and evaluation, (3) a study of the impact of introducing code quality concepts alongside the fundamentals of programming with and without automated refactoring support. Our findings confirm that it is not only feasible but also advantageous to promote the culture of quality from the ground up. The contributions of this dissertation can benefit both novice programmers and introductory computing educators.
Vickers, Paul. "CAITLIN : implementation of a musical program auralisation system to study the effects on debugging tasks as performed by novice Pascal programmers." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/10560.
Full textLaw, Lai-chong. "Empirical studies of program bugs and debugging strategies of novice BASIC programmers and the transferability of debugging skills to non-programming domains." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29789102.
Full textPulfer, Charles E. "A comparison of the ability of novices and experienced third generation language programmers to learn fourth generation languages." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26111.
Full textBusiness, Sauder School of
Graduate
Uugwanga, Tulonga Tulimeutho. "An investigation of the coping mechanisms of novice teachers : a study of selected high schools in the Oshikoto Region of Namibia." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2155_1318832634.
Full textAlthough there are several achievements made by the Namibian government after independence, there are still many constraints and challenges facing the education system, particularly with regard to novice teachers&rsquo
support and professional development. Most novice teachers are coming into the teaching profession and receive little or no assistance. Nevertheless, novice teachers are expected to perform the full teaching responsibilities despite their inexperience. Novice teachers are expected to formulate their own coping strategies and to grapple with the challenges they encounter during their first year of teaching on their own. This study aims at investigating the coping mechanisms used by novice teachers to achieve their teaching goals during their first year of teaching. The study recommends that the teacher training institutions, the Ministry of Education and schools have an important role to play in facilitating the use of effective coping mechanisms and in assisting novice teachers in alleviating these challenges. Teacher training should ensure that a balance is maintained between theory and practice. In addition the Ministry needs to provide favourable working conditions and put up support systems for novice teachers. Schools should also provide orientation to all novice teachers and most especially render support to all novice teachers until they are fully integrated into the school and teaching culture.
Vasilopoulos, Ioannis Vasileiou. "The design, development and evaluation of a visual programming tool for novice programmers : psychological and pedagogical effects of introductory programming tools on programming knowledge of Greek students." Thesis, Teesside University, 2014. http://hdl.handle.net/10149/347149.
Full textThompson, Errol Lindsay. "How do they understand? Practitioner perceptions of an object-oriented program : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education (Computer Science) at Massey University, Palmerston North, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/854.
Full textArchieri, Catherine. "La construction de l’expérience par le théâtre : contribution à un programme d'ergonomie des situations de formation au métier d'enseignant." Thesis, Brest, 2013. http://www.theses.fr/2013BRES0010/document.
Full textThis research presents works on the construction of the experience of teacher trainees by the practice of drama according to an "analysis of the activity" approach. The goal was to treat the following question: at which conditions can a theatrical practice help students to enter their "role" of future teachers, and thus to help them to act later in class? A praxeological stake to help the designers of training programs with professional-qualification aim guided the production of scientific knowledge. Three categories of empirical materials were used to build the data: a) observation data collected during the training session; b) self-confrontation data gathered from interviews led just after training sessions; c) data of interviews led some time after the training sessions. The data analysis was driven in reference to the semiological approach of the "cours d'action" (Theureau, on 2004, 2006) that allowed to describe and to interpret activities of the participants. The scientific contribution of this research allows to propose a new orientation in the field of teacher training: to focus on the creative activity of the trainees encouraging the emergence of "potentialities to act" in unforeseen situations, encouraging the self regulation, the analysis of collective practice, the opening on the environment. So, even if it seems paradoxical, a game of improvisation in a situation remote from the professional context and in reassuring conditions can turn out to be a "space of encouraged actions" (Durand, on 2008) for the future teacher
West, Sumaya. "From novice to expert: assessment of the levels of expertise of South African Chartered Accountants and Auditors in an academic and professional programme using the Dreyfus's Five-Stage Model of Skills Acquisition." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24510.
Full textTsai, Yu Che, and 蔡宇哲. "Novice Programmers’ Misconception in Program Tracing." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/seu7tz.
Full text長庚大學
資訊管理學系
107
Computer programming is becoming more and more important. Learning how to program has been included in the curriculum of elementary education, in Taiwan and worldwide. Program skills include not only program creation, but also other important tasks such as design, program understanding, debugging, and more. In programming, these tasks usually concurrently occur in a highly interlaced manner. Tracking is one of the techniques of programming. When a learner expects results of executing code or predict the outcome of running a piece of code, we call it tracing. This study uses the content analysis method. We recorded the code written by the subjects on the computer and these recorded videos were used to interview the subject's for understanding their thoughts at the time. Based on the definitions of terms of related literature, the misconceptions that took place in tracing were classified and identified. The study found that subjects had five types of misconceptions in tracing, as introduced in the following. First including incomprehension of the change in the variable states, the subject understands the error in the state change of the variable. Second abstraction difficulties can use numbers to write the correct loop, but generate errors after substitution of variables, or cannot substitute variables into the loop. Third in the face of problems (topics or incorrect code), projects due to certain factors (eg, Interpretation problem, Boundary problem) cannot achieve goals. Fourth the programming language is unfamiliar and unfamiliar with the syntax and semantics of the program. Fifth novice doesn't understand the process of program execution, and novice understands the order of program execution.
Lee, Okhwa. "Novice programmers' errors and misconceptions in Logo." 1986. http://catalog.hathitrust.org/api/volumes/oclc/15286220.html.
Full textTypescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 149-158).
Lin, Kuan-Yu, and 林冠宇. "An Analysis of Novice Alice Programmers’ Error Types." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/28504052870419349137.
Full text國立臺灣師範大學
資訊教育學系
101
This study aims to investigate the difficulties encountered by novice Alice programmers and categorize the types of errors they make. The researcher conducted one-on-one clinical interviews with 22 freshmen at a senior high school. The participants were offered nine Alice projects with increasing levels of difficulty, each requiring the use of a different set of programming constructs. Each participant was observed closely as s/he worked on the given projects. Whenever an error occurred in his/her program or when s/he did not know how to proceed, the observer would intervene by asking a sequence of questions with increasing specificity, ranging from prompts, hints, to provides, in order to determine the cause of the impasse. This study summarizes the common errors for each of the Alice programming constructs that the participants used in their projects and categorized the errors into four types: connection errors, location errors, usage errors and math-and-other errors. In view of these error types, this study also gave suggestions for teaching Alice programming.
鄭舜尹. "A Study of Misconceptions and Missing Conceptions of Novice Java Programmers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/53076209704010486468.
Full text國立臺灣師範大學
資訊教育學系
99
The purpose of this study is to investigate the difficulties encountered by novice Java programmers. In particular, it tries to identify typical missing conceptions and misconceptions students may have about Java’s syntax and semantics as well as fundamental concepts of object-oriented programming. One-on-one clinical interviews were conducted with 22 freshmen. The students were observed closely by the researcher as they implemented a well-specified Java project. Whenever an error occurred in a student’s program and s/he did not know how to proceed, the researcher asked him/her a sequence of pre-designed questions and gave suitable hints, ranging from general suggestions to detailed specifics, in order to determine the cause of the impasse. This study revealed that many students: (1) could not recall the correct syntax of certain Java programming constructs or did not understand how they (e.g., for loops, for-each loops, and method invocations) were executed internatlly; (2) had difficulties understading certain object-oriented concepts (e.g., inheritance, polymorphism, and overloading); (3) did not know certain object-oriented concepts well enough to apply them in problem solving; (4) were not familiar with standard Java libraries; (5) were unable to realize how various classes defined in a Java program related and interacted with one another; and (6) were incapable of debugging programming errors based on the error messages given by the compiler. This study also unveiled the following misconceptions harbored by many students: (1) They often confused formal parameters with actual parameters; (2) many failed to recognize that classes were actually user-defined data types that could be used to define variables just like built-in data types such as integer and boolean; (3) some erroneously thought that constructors of all classes defined in a project were invoked automatically when the project was opened; (4) many did not realize that constructors, as a special type of methods, did not require a return type; (5) some defined the constructor(s) of a class as its private member(s) while they should be public members instead; (6) some mistakenly considered that a private method could not invoke methods defined in other classes. It is essential that Java programming instructors pay special attention to help students to rectify the missing conceptions and misconceptions identified above.
Dishena, Robert Nghinaakundaama. "Novice teachers' perceptions of school-based induction programmes at selected primary schools in Windhoek, Namibia." Diss., 2014. http://hdl.handle.net/10500/18484.
Full textEducational Management and Leadership
M. Ed. (Educational Management)
Cavaiani, Thomas P. "An investigation of the relationship between cognitive style and the diagnostic skills of novice COBOL student programmers /." 1988. http://hdl.handle.net/1957/16730.
Full textMaje, Itumeleng David. "Managing the implementation of an induction programme for novice educators in Taledi area project office / Maje Itumeleng David." Thesis, 2010. http://hdl.handle.net/10394/14788.
Full textThesis (M.Sc (Education) North-West University, Mafikeng Campus, 2010
Dube, Wilhelminah S. "The induction of novice teachers in community junior secondary schools in Gaborone, Botswana." Diss., 2008. http://hdl.handle.net/10500/1300.
Full textEducation management
M.Ed. (Education Management)
Kortjass, Dimakatso. "A post-graduate certification in education (PGCE) programme as preparation for Foundation Phase teachers : the experience of novice teachers in KwaZulu-Natal primary schools." Thesis, 2012. http://hdl.handle.net/10413/9121.
Full textTheses (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
Schoeman, Martha Anna. "An approach to facilitating the training of mobile agent programmers and encouraging the progression to an agent-oriented paradigm." Thesis, 2005. http://hdl.handle.net/10500/1590.
Full textComputing
(M.Sc. (Computer Science))
Schoeman, Martha Anna. "Enhancing comprehension in open distance learning computer programming education with visualization." Thesis, 2015. http://hdl.handle.net/10500/20715.
Full textComputer Science
D. Phil. (Computer Science)
Polidarová, Zuzana. "Role školící sestry v adaptačním procesu sester na vybraném pracovišti." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-438342.
Full textEssa, Saadia Fahim. "Using an e-learning tool to overcome difficulties in learning object-oriented programming." Diss., 2016. http://hdl.handle.net/10500/21218.
Full textComputing
M. Sc. (Computing)