Students’ Understanding of an Object-Oriented Design Task – A Case Study

Students’ Understanding of an Object-Oriented Design Task – A Case Study

Andreas Febrian

Contact

Oenardi Lawanto

Contact

Students’ Understanding of an Object-Oriented Design Task – A Case Study

Article Fingerprint

ReserarchID

X9FL5

Students’ Understanding of an Object-Oriented Design Task – A Case Study Banner

AI TAKEAWAY

Connecting with the Eternal Ground

Abstract

Students must understand a problem accurately to solve it correctly. Unfortunately, numerous studies reported that students only have a partial understanding of the information presented in the problem description, including in computer science. This study assesses students’ task and revised-task interpretations when working on an object-oriented design problem. Multiple qualitative case study research was used in this study. Two male and two female senior computer science students at Utah State University, USA, volunteered as participants. They were asked to solve five programming problems while thinking aloud, complete surveys, and answer several interview questions. The study found that the participants were able to identify most of the essential information after the initial reading of the problem description. They strategically ignore detailed information that may affect their design decisions and update it throughout their problem-solving enterprise.

References

56 Cites in Article

Reference Format

Deborah Butler,Sylvie Cartier (2004). Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning.
Presentacion Rivera-Reyes,Oenardi Lawanto,Michael Pate (2017). Students’ Task Interpretation and Conceptual Understanding in an Electronics Laboratory.
Oenardi Lawanto,Angela Minichiello,Jacek Uziak,Andreas Febrian (2018). Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course.
Deborah Butler,Philip Winne (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis.
D Butler,S Cartier (2005). American Educational Research Association 2005 AERA Annual Meeting April 11–15, Montréal, Québec, Canada.
Oenardi Lawanto,Gary Stewardson (2013). Students’ interest and expectancy for success while engaged in analysis- and creative design activities.
O Lawanto,A Minichiello,J Uziak,A Febrian (2018). Task Affect and Task Understanding in Engineering Problem-Solving.
A Hadwin,M Oshige,M Miller,P Wild (2009). EXAMINING THE AGREEMENT BETWEEN STUDENT AND INSTRUCTOR TASK PERCEPTIONS IN A COMPLEX ENGINEERING DESIGN TASK.
Marietjie Havenga (2015). The role of metacognitive skills in solving object-oriented programming problems: a case study.
Jun Peng,Minhong Wang,Demetrios Sampson (2017). Scaffolding Project-Based Learning of Computer Programming in an Online Learning Environment.
Katrina Falkner,Rebecca Vivian,Nickolas Falkner (2014). Identifying computer science self-regulated learning strategies.
B Zimmerman (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects.
Deborah Butler,Leyton Schnellert,Sylvie Cartier (2017). Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading.
S Cartier,D Butler (2004). Elaboration and validation of questionnaires and plan for analysis.
Deborah Butler,Sylvie Cartier (2004). Advancing Research and Practice about Self-Regulated Learning.
D Butler,L Schnellert,K Macneil (2015). Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry.
D Butler (1998). Metacognition and Learning Disabilities.
Deborah Butler (1995). Promoting Strategic Learning by Postsecondary Students with Learning Disabilities.
Oenardi Lawanto,Andreas Febrian (2018). Students’ Self-Regulated Learning Deficiencies During the Capstone Design Course.
Christopher Saulnier,Aikaterini Bagiati,John Brisson (2018). A Comparison of Student Design Activity Preferences Before and After a Design-Based Wilderness Education Experience.
Andreas Febrian,Oenardi Lawanto (2018). Do Computer Science Students Understand Their Programming Task?—A Case Study of Solving the Josephus Variant Problem.
T Abdillah,S Nusantara,H Subanj,A Susanto,Abadyo (2016). The Students Decision Making in Solving Discount Problem.
Charles Carver,Michael Scheier (1990). Origins and functions of positive and negative affect: A control-process view..
Ville Isomöttönen,Ville Tirronen (2013). Teaching programming by emphasizing self-direction.
K Leiviskä,M Siponen (2013). 6 Understanding Why Students Drop Out.
Ali Alharbi,Frans Henskens,Michael Hannaford (2012). Student-Centered Learning Objects to Support the Self-Regulated Learning of Computer Science.
Susan Bergin,Ronan Reilly,Desmond Traynor (2005). Examining the role of self-regulated learning on introductory programming performance.
T Shaft (1995). Helping Programmers Understand Computer Programs: the Use of Metacognition.
V Kumar (2005). Effects of self-regulated learning in programming.
J Creswell (2012). Qualitative Inquiry and Research Design: Choosing Among Five Approaches.
Daniel Dinsmore,Patricia Alexander,Sandra Loughlin (2008). Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning.
Deborah Butler,Sylvie Cartier (2018). Advancing Research and Practice about Self-Regulated Learning.
S Johnson (2008). Cognitive Analysis of Expert and Novice Troubleshooting Performance.
H Jonassen (2000). Toward a design theory of problem solving.
David Jonassen (2004). Learning to Solve Problems: An Instructional Design Guide.
D Jonassen (2010). Learning to solve problems: A handbook for designing problem-solving learning environments.
N Gronlund,E Gronlund,C Waugh (2013). Assessment of Student Achievement.
Tigerfish (2017). Hydrocynus forskahlii (Elongate tigerfish).
Katrina Falkner,Claudia Szabo,Dee Michell,Anna Szorenyi,Shantel Thyer (2015). Gender Gap in Academia.
Colleen Lewis,Ruth Anderson,Ken Yasuhara (2016). "I Don't Code All Day".
Sandy Graham,Celine Latulipe (2003). CS girls rock.
Lilly Irani (2004). Understanding gender and confidence in CS course culture.
Christina Outlay,Alana Platt,Kacie Conroy (2017). Getting IT Together.
Jennifer Wang,Sepehr Hejazi Moghadam,Juliet Tiffany-Morales (2017). Social Perceptions in Computer Science and Implications for Diverse Students.
V Renumol,Dharanipragada Janakiram,S Jayaprakash (2010). Identification of Cognitive Processes of Effective and Ineffective Students During Computer Programming.
Jeannette Wing (2008). Computational thinking and thinking about computing.
R Glaser (1992). Expert knowledge and processes of thinking.
Robert Hoffman (1996). How Can Expertise be Defined? Implications of Research from Cognitive Psychology.
John Flavell (1976). Metacognitive Aspects of Problem Solving.
J Flavell (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.
Henri Christiaans,Kees Venselaar (2005). Creativity in Design Engineering and the Role of Knowledge: Modelling the Expert.
A Hadwin (2006). Do your students really understand your assignments?.
Michelene Chi,Nicholas De Leeuw,Mei‐hung Chiu,Christian Lavancher (1994). Eliciting Self‐Explanations Improves Understanding.
Oenardi Lawanto,Harry Santoso (2013). Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes.
Rani Rani Rani,Issy Yuliasri,Januarious Mujiayanto,Puji Astuti (2023). Enhancing Teacher Professional Development: Insight from Teacher Professional Learning Activities.
B Second,Author,Born Computer Science from the X.

Download References

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

How to Cite This Article

Andreas Febrian. 2020. \u201cStudents’ Understanding of an Object-Oriented Design Task – A Case Study\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 20 (GJHSS Volume 20 Issue G1): .

More Citation Formats

Select Citation Style:

Download Citation

Download Article

GJHSS Volume 20 Issue G1
Pg. 33- 41

Explore Journals Explore Volume Read This Issue

Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords

Not Found

Classification

GJHSS-G Classification: FOR Code: 130399

Submission ReceivedDecember 15, 2019
Peer Review Double Blind
Handling Editor
Accepted January 4, 2020
Published January 15, 2020

Version of record

v1.2

Issue date

February 29, 2020

Language

Experiance in AR

Explore published articles in an immersive Augmented Reality environment. Our platform converts research papers into interactive 3D books, allowing readers to view and interact with content using AR and VR compatible devices.

View in VR

Read in 3D

Your published article is automatically converted into a realistic 3D book. Flip through pages and read research papers in a more engaging and interactive format.

View in 3D

Article Matrices

Total Views: 2589

Total Downloads: 1343

2026 Trends

Published Article

Our website is actively being updated, and changes may occur frequently. Please clear your browser cache if needed. For feedback or error reporting, please email [email protected]