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Comparison of Two Approaches when Teaching Object-Orientated Programming to Novices


Adair, D and Jaeger, M and Stegen, J, Comparison of Two Approaches when Teaching Object-Orientated Programming to Novices, International Journal of Engineering Education, 27, (5) pp. 1027-1036. ISSN 0949-149X (2011) [Refereed Article]

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It has been stated several times in the literature that novice students must grasp object-orientated concepts immediately as the fundamental knowledge for programming using Java. Also, that introducing students to programming using the simpler procedural concepts early only compounds the difficulty of teaching object-orientated programming, as the need to always use some aspect of object-based code in Java cannot be avoided. Attempting to disguise this eventually causes frustration and confusion, even for good students. This paper presents the results of a comparison that evaluates, using a pre-test–post-test control group design, two approaches to teaching Java, where one approach uses objects first and the other uses a procedural followed by an objects approach. The results of the empirical study indicate that the students, who were first year engineers, using the objects first approach do indeed gain a better understanding of programming. This finding is supported by information gathered from a debriefing questionnaire, where the objects first approach was rated as easier for acquiring Java programming knowledge and skills.

Item Details

Item Type:Refereed Article
Keywords:education; simulation; CFD; fluid mechanics; curriculum development
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Science, technology and engineering curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Assessment, development and evaluation of curriculum
UTAS Author:Adair, D (Dr Desmond Adair)
UTAS Author:Jaeger, M (Dr Martin Jaeger)
ID Code:76171
Year Published:2011
Deposited By:Engineering
Deposited On:2012-02-29
Last Modified:2018-03-19
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