Students' attitudes towards programming: The effects of structured walk-throughs

The effectiveness of classroom team activities in eliciting more favorable attitudinal outcomes was empirically assessed with a sample of 215 undergraduate Business Administration majors enrolled in an introductory COBOL programming course. For each assigned program. students in the experimental group read and critiqued team members' program listings.Attitudinal outcomes were measured by a “Programming Attitude Survey” constructed for the experiment. This survey consisted of positive and negative statements about programming which were measured on a Likert-type scale. The survey was administered at the beginning (pre-test) and at the end (post-test) of the quarter. Analysis of covariance was used to statistically adjust post-test responses for pre-test responses. Nonparametric tests for differences in proportions were also used.The experimental group exhibited statistically significant differences (P < 0.05) in the following areas: (a) more favorable index scores on one-third of the survey items analyzable with covariance methods, (b) a greater proportion of positive pre-test-to-post-test changes in responses to the survey and (cl a greater proportion of more favorable post-test responses to the attitude survey.The findings provide empirical support for incorporating team activities into the programming learning process to more effectively develop positive attitudinal outcomes in students.