Exploring the Link between Problem-Solving Strategies and Programming Performance: A Comparative Analysis of High and Low Performers
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| Title: | Exploring the Link between Problem-Solving Strategies and Programming Performance: A Comparative Analysis of High and Low Performers |
|---|---|
| Language: | English |
| Authors: | Sora Chi-Fang Huang (ORCID |
| Source: | Journal of Educational Computing Research. 2026 64(2):493-523. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Problem Solving, Programming, Eye Movements, Independent Study, Performance Factors, Computer Science Education, Learning Strategies, Scaffolding (Teaching Technique), Visual Aids, College Students, High Achievement, Low Achievement, Correlation |
| DOI: | 10.1177/07356331251396440 |
| ISSN: | 0735-6331 1541-4140 |
| Abstract: | Although studies have investigated how students' problem-solving strategies influence their performance, few explore the comparison between high and low performers. Moreover, there is a lack of empirical evidence on the effect of students' problem-solving strategies on their performance in visual programming systems. To address this research gap, we developed a visual programming system based on the self-regulated learning model, providing top-down and bottom-up perspectives. We recruited 35 university students to use the visual programming system and collected eye movement data to analyze their problem-solving strategies. Finally, 19 students' data with the weighted gaze sampling rate exceeding 80% were used to ensure robust data reliability. The results revealed: (1) a positive correlation between performance and visits to the top-down tracking window, and a negative correlation with the bottom-up window; and (2) both high and low performers used both strategies, but high performers favored the top-down approach. The findings suggest that to better support low performers, the visual programming system should provide guidance on applying the top-down strategy for problem-solving. The implications of this study highlight the importance of problem-solving strategies in programming and suggest that incorporating visual scaffolding for the top-down approach may help low performers narrow the gap with high performers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497013 |
| Database: | ERIC |
| Abstract: | Although studies have investigated how students' problem-solving strategies influence their performance, few explore the comparison between high and low performers. Moreover, there is a lack of empirical evidence on the effect of students' problem-solving strategies on their performance in visual programming systems. To address this research gap, we developed a visual programming system based on the self-regulated learning model, providing top-down and bottom-up perspectives. We recruited 35 university students to use the visual programming system and collected eye movement data to analyze their problem-solving strategies. Finally, 19 students' data with the weighted gaze sampling rate exceeding 80% were used to ensure robust data reliability. The results revealed: (1) a positive correlation between performance and visits to the top-down tracking window, and a negative correlation with the bottom-up window; and (2) both high and low performers used both strategies, but high performers favored the top-down approach. The findings suggest that to better support low performers, the visual programming system should provide guidance on applying the top-down strategy for problem-solving. The implications of this study highlight the importance of problem-solving strategies in programming and suggest that incorporating visual scaffolding for the top-down approach may help low performers narrow the gap with high performers. |
|---|---|
| ISSN: | 0735-6331 1541-4140 |
| DOI: | 10.1177/07356331251396440 |
