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1 Ioaa Tuuali Vaai Cha Mow, Itratioal Joural Volum of Iformatio 1, No.1, Systms Sptmbr ad Computr - Octobr Scics, 212 1(1), Sptmbr-Octobr, Itratioal Joural of Iformatio Systms ad Computr Scics Availabl Oli at ISSN A Ivstiativ Study o NUS Computr i Studts Prcptios of thir computr i xpric: som prlimiary fidis Ioaa Tuuali Vaai Cha Mow 1 Natioal Uivrsity of Samoa, Samoa, ABSTRACT This papr dscribs som aspcts of a study aimd at ivstiati studt prcptios of thir computr i xprics at th Natioal Uivrsity of Samoa (NUS). Th objctivs wr to: i)au studt opiios o itrst ad xpric, lvl of mtal amt, motivatio, with rspct to thir i skills ad xpric ;ii) idtify prcivd aras/topics of difficulty i th i curriculum ad iii) idtify prcivd dficicis i lari support ad th lari viromt. Studts i th 3 i classs wr iv qustioairs to complt. Th rsults i this papr is limitd to rsposs from o class, HCS286 ad focuss o fidis o aui studt opiios o itrst, xpric, lvl of mtal amt ad motivatio with rspct to thir i skills ad xpric. Fidis from th currt study provid usful fdback which ca b usd i improvi th studt lari viromt for such a coitivly challi subjct. Ths prlimiary fidis will b furthr laboratd upo aalyss of othr aspcts of th study. Kywords : Java i, Lari Support, Motivatio, Studt Prcptios. 1. INTRODUCTION Computr i is a coitivly challi subjct ad appars to b th most difficult aspct to mastr i dali with computrs [1] ad computr scic ducators ar rowi icrasily cocrd ovr th lack of i comprhsio of ovic computr scic studts. At th Natioal Uivrsity of Samoa (NUS) Computr i courss ar tauht as part of th udrraduat prorams i Computi (crtificat, diploma ad bachlors). Excpt for o cours i Visual basic, th rst of th courss ar i Java i. Thr ar 4 Java i o-smstr courss i th udrraduat i strad: HCS181, HCS281, HCS286 ad HCS381. Th prrquisit to HCS181 is HCS81 which cotais a sctio o Java i. Th HCS81 Java sctio provids a itroductio to i cocpts, itroducs th itratd dvlopr viromt (IDE) JBuildr (java proram ditor, compilr ad dbur), tachs simpl java applicatios usi projcts, classs, mthods ad 212, IJISCS All Rihts Rsrvd basic squtial ad coditioal xcutios. HCS181 provids a itroductio to i cocpts, lik to softwar dvlopmt, itroducs th itratd dvlopr viromt (IDE) JBuildr (java proram ditor, compilr ad dbur), UML modli, tachs simpl java applicatios usi projcts, classs, mthods ad attributs, arrays, squtial, coditioal ad loop xcutios. HCS281 is th squl to HCS181 which icluds coditioal ad loop xcutios, xcptio hadli, radi/writi from kyboard, radi/writi txt fils. HCS286 which is th squl to HCS281 cotius with xcptio hadli, radi/writi from kyboard, radi/writi txt fils, accss lvls ad th itroducs ihritac, static objcts, polymorphism, ovrridi, arraylists, likd lists, quus ad stacks, hash tabls, sorti, sarchi ad biary trs. HCS381 th fial Java cours xtds cocpts lart i HCS286 ad studts also focus o i projcts ad dvlopi applicatios. With th coitivly challi atur of computr i it is importat that a ivstiatio b coductd o th prcptios of studts of thir i lari xpric. Such a aalysis will idtify aras or topics which studts fid or prciv as challi, ad issus ad problms i th lari viromt. Accordi to [2] a lari viromt cosists of 3 compots: th xtral viromt which cosists of th physical lari viromt ad lari activitis, ssors, ad th itral viromt which icluds motios i lari, stimulati itllic ad udrstadi ways of lari. For th currt study, it is cocptualizd that a ffctiv lari viromt is o which provids studts i) with itrisic satisfactio i th form of improvd itrst, hacd motivatio ad lvls of amt, ad ii) xtrisic support i th form of ffctiv lari support ad lari rsourcs. Hc th factors ivstiatd i th proposd study iclud motivatio, lvl of amt, lari support ad rsourcs. Motivatio is a factor which is ky to studts lari [3]. Studts motivatio to study dirctly iflucs thir attitud to thir work [3] [4]. Accordi to Ormrod [5], i ordr to motivat studts, tachrs should hac studts xpctatios of succss by providi th cssary rsourcs, support, ad stratis. Accordi to costructivist approachs, activ amt of th larr is rquird for lari to tak plac [3]. I th proposd study, studt amt will b assssd o th lvl of studts ivstmt i, ad thir motioal ractios 12

2 Ioaa Tuuali Vaai Cha Mow, Itratioal Joural of Iformatio Systms ad Computr Scics, 1(1), Sptmbr-Octobr, to, th lari tasks (.., hih lvls of itrst or positiv attituds towards i th lari tasks). Eamt lvls hav also b foud to rlat positivly to studts cofidc ad slf-fficacy for achivi spcific lari outcoms [6]. Th rsarch qustio for th study is: What ar studt prcptios thir computr i courss at th Natioal Uivrsity of Samoa (NUS)? Spcifically, th objctivs of th study ar to: Gau studt opiios o itrst ad xpric, lvl of mtal amt, motivatio, with rspct to thir i skills ad xpric. Idtify prcivd aras/topics of difficulty i th i curriculum Idtify prcivd dficicis i lari support ad th lari viromt. Gaui studts lvl of itrst, xpric, lvl of amt ad motivatio ar importat idicators of th ffctivss of th lari viromt. Idtificatio of issus ad challs i lari i will provid valuabl fdback that ca b usd to rvis ad improv th curriculum, tachi stratis ad lari support. Idtifid dficicis i lari support ca b usd to improv th lari viromt. Fidis from th study will idtify th most problmatic aras which lcturrs d to bri atttio to. This will hlp i allocatio of tim for topic covra dvoti th most tim ad atttio to topics ad aras idtifid by studts as bi th most difficult. It may v b fasibl to us such iformatio to idtify at risk studts at a arly sta ad provid tartd itrvtio. 2. LITERATURE REVIEW A cosidrabl umbr of studis hav b coductd o th difficultis of ovic rs i lari i [7] [1]. Th ratioal has b that if w ca udrstad th procss of lari a first i laua, th w ca crat mor ffctiv lari viromts. Furthrmor, a aalysis of issus ad challs could iform tachi practic i trms of tachi approachs ad tim allocatios of topics. I Samoa, two studis o computr i wr coductd by th pricipal rsarchr [11] [12] at NUS. Th first study was coductd by [11] Cha Mow i 26 i which ovr a thr-yar priod, a istructioal proram for tachi computr i at uivrsity lvl was dvlopd, ad rfrrd to as CABLE (Coitiv Apprticship Basd Lari Eviromt). From this ivstiatio, a lari viromt CABLE was dsid which mad us of coitiv apprticship, collaborativ lari, mta-coitio, ad tcholois throuh th us of tl-apprticship ad oli or computr-mdiatd commuicatio (CMC). From th fild trials of CABLE, it was foud that: (a) CABLE providd a viabl istructioal modl which could b itroducd ito th ormal coduct of uivrsity i courss, (b) studts xposd to CABLE vidcd icrasd achivmt o Java i scors rlativ to thos tauht i th traditioal mod, (c) thr wr o diffrcs i studt attituds towards th lari viromt, btw studts tauht with CABLE, ad thos tauht i th traditioal uivrsity mod, ad (d) studts tauht udr CABLE rportd hihr lvls of mtal amt wh compard to studts tauht via traditioal mod. Studts tauht i i CABLE showd positiv attituds towards th collaborativ lmts ad also towards th oli lari lmts of CABLE. Th first study by Cha Mow[11]valuatd th ffctivss of CABLE as a tachi viromt for i withi a uivrsity cotxt, but did ot ivstiat spcifically th typs of rrors studts mak i i. Th scod study [12] aimd to do this. Th scod study cosistd of aalyss of computr prorams from 3 lvls of Computr Scic udrraduat i courss HCS181, HCS281 ad HCS286 at th Natioal Uivrsity of Samoa. Th 3 courss wr tauht usi 4 lctur /tutorial hours wkly ad wr 1 smstr i duratio. Assssmts for ths courss wr i th form of i tasks, tsts ad homwork. Th i laua usd i ths courss was Java ad th itratd dvlopr viromt (IDE) usd was JBuildr. For th scod study [12], 2 sts of prorams wr usd i th aalyss for ach cours. Prorams from 25 HCS181 studts, 28 HCS281 studts ad 15 HCS286 studts wr usd i th aalyss. Computr prorams from th 3 classs wr loadd ito JBuildr ad from compilatio ad rui of th prorams, th rrors ratd by th compilr wr lod ad catorizd accordi to th typ of rrors which mrd. Fidis from this study idicatd that i)most of th simpl sytax rrors wr du to carlssss of studts; ii) catorizatio of rrors of th prst study ito sytax, smatic, rutim ad loic rvald that sytax rrors mad up 94.1 %, smatic rrors 4.7% ad loic rrors 1.2%. Hc rrors i th 211 study wr prdomiatly sytax rrors (94.1%). This is cosistt with fidis of similar studis by [], [15] ad [16]. Th 211 study [12] hihlihtd th commo rrors studts i th 3 courss mak whil i. Howvr it did ot idtify aras/topics of difficulty, dficicis i lari support, or rcommdatios for improvi th lari viromt from th studts poit of viw. Th currt study aimd to do this by ivstiati studt prcptios o th various aspcts of thir i xpric, idtify prcivd aras of difficulty, ad provid mor up-to-dat data tha th 26 study [11]. 3. METHODOLOGY Th study is qualitativ i atur. Th qualitativ 212, IJISCS All Rihts Rsrvd 13

3 Ioaa Tuuali Vaai Cha Mow, Itratioal Joural of Iformatio Systms ad Computr Scics, 1(1), Sptmbr-Octobr, was appropriat as th itrst was o aii ratr isiht ad kowld of studts computr i xpric from a aalysis of studt prcptios. Th assumptio is that prcptios of slf ar basd o a socially shard rality ad ar bst thouht of as accurat rflctios of bhavior ad xpric [13]. Th tart populatio is studts rolld i HCS181, HCS281, HCS286 ad HCS381 for th acadmic yar 212. Th 4 courss wr tauht usi 4 lctur /tutorial hours wkly ad wr 1 smstr i duratio. Assssmts for ths courss wr i th form of a fial xam, i tasks, tsts ad assimts. Th i laua usd i ths courss is Java ad th itratd dvlopr viromt (IDE) usd is JBuildr. Th istrumt usd i this study had b adaptd from a qustioair dvlopd by Ch [4] for a similar study titld: Tachi ad Lari to Proram: A qualitativ study o sub-dr studts i Ho Ko. Th survy was adaptd to rflct th oals of th proposd study ad to rflct th oals of th Java courss at NUS. At th d of th smstr, qustioairs wr hadd out to studts i th 4 i classs (HCS181, HCS281, HCS286, HCS381). I coducti th survy, cost was souht ad participats wr assurd of th cofidtiality of th iformatio providd. A qustioair was iv out to th participats with th ittio of a follow up itrviw if ad wh cssary. Th purpos of th follow-up itrviw was to sur accuracy of rsposs by rmovi ay icosistcis ad ay ambiuitis i th rsposs ad also to provid ay clarificatio dd by th rspodts. Th survy was implmtd by th mmbrs of th rsarch tam. 18 studts i HCS286 compltd th qustioair. This papr focuss o fidis of th aalyss of Qustios 4 to 13 ad attmpts to aswr th first part of th rsarch qustio which is to au studt opiios o itrst ad xpric, lvl of mtal amt, motivatio, with rspct to thir i skills ad xpric. Factor aalysis was carrid out to dtrmi if it was possibl to crat a arat or summary variabl which would rprst all 1 variabls. Factor aalysis o th 1 itms (Qustios 4 13) usi a Pricipal Compots procdur idicatd that o sil factor rsolutio was possibl (rfr Tabl1). Factor aalysis yildd 3 factors ad hc it was dcidd that it was bst ot to arat th variabls but to aalys thm idividually. For aalysis, ach class was dividd ito two roups low ability (xamiatio scors btw ad 6) ad hih ability (xamiatio scors btw 61 ad 1). Furthr dimsio was addd to th aalyss by ivstiati diffrcs btw hih ad low ability ad also dr diffrcs i trms of thir rsposs. Tabl 1: Tabl of Factor aalyss for Qustio 4 Qustio 13 usi Pricipal compots procdur Qustio itms (4-13) Compot Bori/stimulati Nodmadi/d madi ot difficult/difficult much/rad much Th qustioair cosistd of 36 itms (som of which hav multipl qustios) of which 15 ar multipl choic, 13 usd th bipolar achor mthod whr rsposs wr raduatd alo a 7-poit scal btw two clarly opposi achor poits. Thr wr also 12 op dd qustios for i-dpth ad dtaild rsposs. Th qustioair was dividd ito sctios A - H rflcti th major oals of th study: i) A. Backroud Iformatio; ii)b. Itrsts ad Exprics ; iii) C. Opiios i lari to proram; iv) D. Opiios or prcptios o how Java i is lart; v) E. Ky motivatios i lari to proram; vi) F. Kids of assistac adoptd; vii) G. Slf-valuatio i lari Java i ad viii) H. Opiios i lari to proram i th futur. (Plas rfr to appdics for a copy of th qustioair). 4. DATA ANALYSES Data from th multipl choic ad qustios usi th bipolar mthod wr aalysd usi SPSS. Rsposs from op dd qustios wr aalysd ad catorisd ito thms ad to discr ay mri trds. Data would also b prstd raphically usi bar raphs ad frqucy 212, IJISCS All Rihts Rsrvd aad/ad Puishi/rwardi ot much work/much work udrstad/udrst ad motivatd/motivat d joy/joy i 5. RESULTS As mtiod arlir, th qustios ivstiatd studt prcptios o variabls such as lvl of stimulatio, dmadiss, difficulty, lvl of amt, how

4 Ioaa Tuuali Vaai Cha Mow, Itratioal Joural of Iformatio Systms ad Computr Scics, 1(1), Sptmbr-Octobr, rwardi, th amout of work, thir lvl of udrstadi of Java, motivatio, ad joymt of i. Th 1 qustios usd a raduatd 7 poit scal from1 to 7. I trms of ovrall prcptios, a ispctio of th mas of ach qustio idicatd that xcpt for th prob o lvl of amt, all othr itms wr abov th atural midpoit of 4 idicati positiv attituds to thir i xpric (Rfr Tabl II). Th hih valus for th mas idicatd that studts foud i difficult, ad also ivolvs a lot of work ad radis. Howvr dspit this, studts foud thir i xpric rwardi ad motivati. Howvr, th fact that th ma for th prob o lvl of amt is blow th atural midpoit (ma = 3.59) is a caus for cocr as it sms to idicat that studts did ot fl sufficitly ad i thir i viromt ad could b a poit that th lcturr ds to tak ot of. hih ad low ability studts for th itm aui lvl of difficulty ( = 17,p =.13) (rfr Tabl III). Closr ispctio idicatd that low ability studts prcivd i as lss difficult compard to hih ability studts. This may b a caus of cocr as it may imply that low ability studts ar uawar of th actual lvl of difficulty of i tasks. Tabl 3: Tabl of diffrcs btw Low ability ad Hih ability studts for rsposs for Qustio 4 Qustio 13 Bori/stimulati Btw Sum of Squar s df Ma Squ ar F Si Tabl 2 :Tabl of Mas of Rsposs Qustio 4 Qustio Prob N Std. Dvi Total 65.6 Valid Missi Ma atio Nodmadi/dm Btw Bori/stimulati adi Nodmadi/d madi 2 26 ot Total 68.4 difficult/difficult much ot difficult/difficult Btw radi/rad much ad/ad 5 67 Puishi/rwardi Total 65.6 ot much much/rad much Btw work/muchwork udrstad/udrst 9 41 ad Total 38. motivatd/motivat d joy/ joy pro lab_oraisd ad/ad Btw Total Aalyss of th 1 variabls usi o way Aova did ot rval ay siificat diffrcs btw attituds of studts of hih ability ad low ability studts for i of th itms. Thr was siificat diffrc btw mas of 212, IJISCS All Rihts Rsrvd Puishi/rwardi Btw

5 Ioaa Tuuali Vaai Cha Mow, Itratioal Joural of Iformatio Systms ad Computr Scics, 1(1), Sptmbr-Octobr, ot difficult/difficult fmal ot much work/muchwork udrstad/udrst ad motivatd/motivatd Total 42.4 Btw Total 4. Btw Total 55.6 Btw joy/joy pro Btw Total Total O way ANOVA to dtrmi diffrcs i prcptios o th basis of dr did ot rval ay siificat diffrcs (rfr Tabl IV ). Tabl IV: Tabl of diffrcs i rsposs basd o dr N Ma Std. Dviatio much/rad much ad/ad Puishi/rwardi ot much work/much work udrstad/udrst ad motivatd/motivat d joy/joy pro mal Total fmal mal Total fmal mal Total fmal mal Total fmal mal Total fmal mal Total fmal mal Total fmal mal Total mal Total Bori/stimulati fmal mal Total Nodmadi/dm adi fmal mal , IJISCS All Rihts Rsrvd Total

6 Ioaa Tuuali Vaai Cha Mow, Itratioal Joural of Iformatio Systms ad Computr Scics, 1(1), Sptmbr-Octobr, M Sum of a 95 Squar Squ Total s df ar F Si. ot much work Btw Btw bori Total udrstad Btw Total odmadi Btw Total ot difficult Btw Total rad much Btw Total ad Btw Total puishi Btw , IJISCS All Rihts Rsrvd motivatd joy pro lab_oraisd Total Btw Total Btw Total Btw Total Th prlimiary fidis discussd i this papr attmpt to fulfill th first oal of th study which is to au studt opiios o itrst ad xpric, lvl of mtal amt, motivatio, with rspct to thir i skills ad xpric. I summary th fidis of th probs or itms ivstiati studt prcptios o thir i xpric idicatd th followi: 1. O th ovrall, studts showd positiv attituds or prcptios o th ovrall as idicatd by a ispctio of th mas for ach of th 1 itms. Ispctio of th mas idicatd that althouh studts flt that i was difficult, dmadi, ivolvd a lot of work ad radi, thy also foud i joyabl, stimulati, ad motivati. Th oly poit of cocr was th lvl of amt (ma = 3.59).

7 Ioaa Tuuali Vaai Cha Mow, Itratioal Joural of Iformatio Systms ad Computr Scics, 1(1), Sptmbr-Octobr, Excpt for th prob o lvl of difficulty thr wr o siificat diffrcs btw hih ad low ability studts. Hih ability studts ratd i as ivolvi a lot mor work wh compard to low ability studts. 3. Thr wr o siificat dr diffrcs i studt prcptios o thir i xpric. B. Itrsts ad Exprics: Q3. Choos th i laua(s) i which you ar abl to writ simpl prorams: A) HTML B) Javascript C) Java D) Visual Basic E) Othrs, plas spcify C. Opiios i lari to proram Ths prlimiary fidis d furthr laboratio ad mor i dpth xplaatios will b providd upo th compltio of aalyss of othr sctios of th study such as i) backroud iformatio, ii) itrsts ad xprics, iii) opiios or prcptios o how Java i is lart; iv) ky motivatios i lari to proram; v) kids of assistac adoptd; ad vi) opiios i lari to proram i th futur. I particular rsposs to th op dd qustios should provid mor maiful isihts to studt prcptios which will i tur hlp tachi staff provid improvd quality of istructio i th ara of Java i. Furthrmor, compltio of aalyss of th rst of th survy should provid iformatio to fulfill th othr two oals of th study which ar i) to idtify prcivd aras/topics of difficulty i th i curriculum ad ii) idtify prcivd dficicis i lari support ad th lari viromt. APPENDIX Qustioair Projct Titl: NUS Computr i Studt Prcptios of thir computr i xpric. As part of a rsarch projct aimd at improvi i courss at NUS w ar collcti data o studt prcptios of thir computr i xpric at NUS. Plas complt this qustioair. Your aswrs will rmai cofidtial. Istructios Plas us a ballpoit p to idicat your viws by circli or ticki th appropriat rspos or by addi your commts ad sustios i th spacs providd. A.Backroud Iformatio: Q1. Gdr: A) Mal B) Fmal Q2. Writ dow your fial mark(i %), if ay, i th computr i courss listd blow a) HCS81 b) HCS181 c) HCS281 d) HCS286 ) 212, IJISCS All Rihts Rsrvd 18 For ach of th qustios blow, ach statmt is to b ratd o a scal of 1 to 7. Th rsposs ar alo a scal btw 2 achor poits or xtrm poits of viws. You ar to choos which poit alo th scal bst rprsts your flis or rspos by putti a tick ( ) for th rspos i th appropriat box. Q4. foud i bori Q5.foud i as o dmadi Q6. i ot difficult Q7. Did ot rad much i i courss Q8. did ot fl ad Q9. foud i puishi Q1. thr was ot much work ivolvd i i Q11. did ot udrsta d most of Java cocpts itroduc d i lcturs Q12.did ot fl motivatd to lar i Q13 did ot joy i stimulati dmadi vry difficult rad a lot ad rwardi Lots of work Udrsto od most of Java cocpts itroduc d i lcturs Flt vry motivat d Ejoyd proram mi Q. What ar your opiios ad/or sustios about th ovrall arramts i

8 Ioaa Tuuali Vaai Cha Mow, Itratioal Joural of Iformatio Systms ad Computr Scics, 1(1), Sptmbr-Octobr, laboratory sssios? ) Othrs plas spcify Poorly oraisd , IJISCS All Rihts Rsrvd Wll oraisd D. Opiios or prcptios o how Java is lart. Q15. How do you prciv th lari of Java? Circl your rspos. A) Followi tti throuh th uit B) Codi lari to cod C) Udrstadi ad itrati lari to writ a proram throuh udrstadi ad itrati cocpts D) Problm solvi lari to do what it taks to solv a problm E) Participati or culturatio Discovri what it mas to bcom a Prorammr F) Othrs plas spcify E.Ky motivatio i lari to proram Q16. What motivats you to lar to proram? Circl thos which apply. A) I wat to succd i th i class B) I wat to show othr studts I ca proram. C) I wat to tak up a carr i i D) I joy i. E) Othrs plas spcify Q17. How do you lar Java i i classroom? Circl thos which apply: A) activ listi B) pr-study C) mor itractio with th tachr D) udrstadi idividual cocpts first E) tti th whol pictur first F) othrs- plas spcify F. Kids of assistac adoptd Q18. What kids of assistac wr you providd i your i cours? Circl your rspos(s). a) Lari matrials (ots/books) (laua?) b) Prorammi tools (Pad, TxtPad, JDK, JBuildr, BluJ, Eclips, API Pas) c) Tachrs ad/or prs assistac (fac-to-fac, mail, pho discussios) d) Othr aids (oli tutorials, -books, proram xampls, tc.) ) Othrs plas spcify Q19. i)what kids of assistac do you d i th lari xprics mtiod i Q18) abov? a) Lari matrials (ots/books) (laua?) b) Prorammi tools (Pad, TxtPad, JDK, JBuildr, BluJ, Eclips, API Pas) c) Tachrs ad/or prs assistac (fac-to-fac, mail, pho discussios) d) Othr aids (oli tutorials, -books, proram xampls, tc.) 19 ii) Why ar ths kids of assistac dd? List your rasos i th spacs providd blow ach optio. a) Lari matrials (ots/books) (laua?) b) Prorammi tools (Pad, TxtPad, JDK, JBuildr, BluJ, Eclips, API Pas) c) Tachrs ad/or prs assistac (fac-to-fac, mail, pho discussios) d) Othr aids (oli tutorials, -books, proram xampls, tc.) ) Othrs plas spcify Q2. How lo did you spd i this subjct pr wk o avra? Circl your rspos A) lss tha 2 hours B) 2-4 hours C) 5-7 hours D) mor tha 7 hours Q21. Did you hav ay lari difficultis or problms? If so, what ar thy? Q22. Wh you foud problms duri lari to proram, what did you do? Circl thos that apply. A) Ask classmats B) Ask tachrs C)Study xampls i txtbooks/itrt D) Othrs (plas spcify) Q23. Wh you wr studyi proram xampls, how did you udrstad th cod? A) Us proram dbur B) Draw flowcharts C) Ask somo D) othrs plas spcify Q24. Which ara(s)/topics of th Java laua wr difficult for you? Circl all thos which apply. (You may circl mor tha o optio) A) Data typs ad variabls B) Cotrol flow costructs C) Oprators ad xprssios D) Classs ad objcts E) Ihritac ad polymorphism F) Variabls scops ad paramtr passi G) Excptio hadli H) Itrfacs ad abstract classs I) Graphical usr itrfacs J) Thrads K) Packas L) Data structurs, sarchi ad sorti M) Othrs - plas spcify G.Slf-valuatio i lari Java i Q25. i) How do you s your currt ability to proram? A) Poor B) fair C) ood D) vry ood E) xcllt ii) Explai your raso for this assssmt of your i ability? iii) Provid vidc to support your aswr i (ii)?

9 Ioaa Tuuali Vaai Cha Mow, Itratioal Joural of Iformatio Systms ad Computr Scics, 1(1), Sptmbr-Octobr, Q26. i)ca you writ a proram that works? A) Ys b) No ii) How ca you chck that your proram works? Q27. i) What is a ood proram? ii) What procdur do you us to chck that your proram is a ood proram? Q28. What do you thik about th radability of your prorams? Tick your aswr i th spac providd. Q4 ot radabl Vry radabl Q29. i) Wr thr ay xtral factors (. workload i othr courss, family commitmts, sickss, work commitmts) that affctd your lari i this subjct? A) Workload i othr courss B) family commitmts C) sickss D) work commitmts E) othrs plas spcify ii) If so, what ar ths factors ad how will thy b rsolvd? Etr your aswrs i th spacs providd blow ach optio. A) Workload i othr courss B) family commitmts C) sickss D) work commitmts E) othrs plas spcify Q3. Did you lar ay i laua bfor lari Java? i) If so, which laua? A) HTML B) Javascript C) Java D) Visual Basic E) Othrs, plas spcify ii) How do you compar that laua with Java? A) wors B) sam C) bttr D) far bttr Q31. How do you compar your prformac i Java i to that of othr studts i th class? Much wors tha othrs Much bttr tha othrs ii) What is th raso for your prformac i i) abov? H. Opiios i lari to proram i th futur Q32. What should th tachr do to hlp your lari? Q33. What should th istitutio do/provid i hlpi your lari? Q34. If you wr askd to rdsi th i courss what would you cha? Q35. i)would th us of th virtual classroom for tachi Java i b hlpful? ii)what is th raso for your aswr i i) abov? Q36. If so, what kids of fuctios should b icludd i th virtual classroom? A) Rcordis of classroom lcturs B) Rpository of slctd sampl prorams for illustrati sstial cocpts C) IDE(itratd dvlopr viromt.., JBuildr).D) oli discussio E) Chat sssios F)Othrs? Plas spcify REFERENCES THANK YOU FOR ANSWERING THE QUESTIONNAIRE. 1. R.,Naidoo ad S.,Rajth. Errors mad by Studts i a Computr Prorammi Cours, Procdis of th Computr Scic ad IT Educatio Cofrc, C.,Bard, ad J.P.,Wilso. Expritial Lari, Lodo Koa Pa, Slavi, R. Educatioal psycholoy: Thory ad Practic, 7th d, Ally & Baco, Bosto, W.F.J.,Ch. Tachi ad Lari to Proram: A Qualitativ study of Ho Ko sub dr studts, Upublishd PHD dissrtatio, Uivrsity of Sydy, J.E.,Ormrod. Educatioal Psycholoy: Dvlopi Larrs, 6 th d, Prtic-Hall, Columbus, 28, OH. 6. D.H Schuk ad Zimmrma of lari ad prformac ma, B. J. (Eds) (1994) Slfrulatio. Issus ad ducatioal applicatios. Hillsdal, NJ: Erlbaum, L.McIvr. Sytactic & Smatic Issus i Itroductory Prorammi ducatio, Upublishd doctoral dissrtatio, Moash Uivrsity, Jauary, S.M.Thompso. A Exploratory Study of Novic Prorammi Errors ad Exprics, Upublishd MSc dissrtatio. Victoria Uivrsity 212, IJISCS All Rihts Rsrvd 2

10 Ioaa Tuuali Vaai Cha Mow, Itratioal Joural of Iformatio Systms ad Computr Scics, 1(1), Sptmbr-Octobr, T. Flowrs C. A. Carvr, ad J. Jackso. Empowri studts ad buildi cofidc i ovic rs throuh autlt, i Frotirs i Educatio Cofrc, vol. 1. ASEE/IEEE, Octobr 24, pp. T3H/1 T3H/13 1. M. C. Jadud. A first look at ovic compilatio bhavior usi bluj, i 16th Aual Workshop of th Psycholoy of Prorammi, Itrst Group (PPIG 24). Carlow, Irlad: Istitut of Tcholoy, April 24. [Oli]. availabl:http://www.jadud.com/ popl/mcj/fils/24-ppig-flcbbluj.pdf 11. I.T. Cha Mow. Th Effctivss of Coitiv Apprticship basd Lari Eviromt (CABLE) i Tachi Computr Prorammi, Upublishd PHD dissrtatio, Uivrsity of South Australia, I.T. Cha Mow. Aalyss of Studt Prorammi Errors I Java Prorammi Courss,. Joural of Emri Trds i Computi ad Iformatio Scics, 3(5) pp , R.R.,McCra ad P.X.Jr Costa, Diffrt poits of viw: Slfrports ad ratis i th assssmt of prsoality. I J. P. Foras & J. M. Is (Eds.), Rct advacs i social psycholoy: A itratioal prspctiv (pp ), Nw York: Elsvir Scic.. J.Jackso, M.Cobb, ad C.Carvr. 25. Idtifyi top java rrors for ovic rs, Vol. 1, Octobr 25, pp. T4C 24 T4C 27. [Oli]. Availabl:http://ixplor.i.or/xpls/abs all.jsp?arumbr= m. 15. M. Ahmadzadh, D. Ellima, ad C. Hiis. A aalysis of pattrs of dbui amo ovic computr scic studts, i ITiCSE 25: 16. E.,Tabaao, M.M.T.,Rodrio, ad M.,Jadud. Idtifyi at-risk ovic rs throuh th aalysis of oli protocols, Philippi Computi Socity Corss, 28, (UP Dilima, Quzo City, Fbruary 23-24, 212, IJISCS All Rihts Rsrvd 21

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