An Investigation of Manipulative Models on the Learning of Programming Loops

Abstract

In this study of the learning of programming, two computer-based simulations (manipulative models) of program loops were compared with a computer-based tutorial combined with paper-and-pencil exercises. For the treatment group, one simulation was used prior to and one following classroom instruction on the WHILE-DO and REPEAT-UNTIL looping constructs. For the control group, the tutorial preceded classroom instruction, which was followed by the paper-and-pencil exercises. Students using the manipulative models were more successful in applying their knowledge of loops to a situation requiring transfer, but were no more successful on problems requiring interpretation or direct application. Previous programming experience did not produce a measurable effect on student performance on looping problems.