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Author Lemos, Ronald S.
Source ACM Digital Library
Content type Text
Publisher Association for Computing Machinery (ACM)
File Format PDF
Language English
Subject Keyword Teaching of programming ♦ Testing programming proficiency ♦ Cobol programming ♦ Structured walk-throughs
Abstract The effectiveness of structured walk-throughs in teaching introductory Cobol programming was empirically assessed with a sample of 215 undergraduate business administration majors. Cobol proficiency was measured by a final examination testing (a) knowledge of language rules, (b) ability to read and debug a program, and (c) the ability to write a program. Analysis of multiple covariance was used to statistically adjust test scores for age and conditional reasoning scores.The findings provide empirical support for incorporating structured walk-throughs into the programming learning process to more effectively develop student proficiency in writing Cobol programs.
Description Affiliation: California State Univ., Los Angeles (Lemos, Ronald S.)
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2005-08-01
Publisher Place New York
Journal Communications of the ACM (CACM)
Volume Number 22
Issue Number 6
Page Count 6
Starting Page 335
Ending Page 340

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Source: ACM Digital Library