Structured Flowcharting Versus Structured Pseudo-Coding in Teaching Problem-Solving Skills in Software Design: A Critical Comparison

This study compared two methods of teaching software design to beginning programming University students. Dependent variables were design time spent on computer application problems, time spent correcting those problems, total time spent on those problems, total number of computer runs used, total dollar amount of computer time spent, and students' evaluations of the teaching of software design methodology. Effects of students' sex, major, and grade point average were also investigated. Independent variables were the two teaching methodologies: structured flowcharting and structured pseudo-coding.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Wallace, David Charles

• Education, Sciences
• Education, Curriculum and Instruction

Identifier

(UMI)AAI8623433

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69078