Development and Evaluation of Teaching Programming Skills at Tertiary Level using Tutoring System

Juliet V. Menor
Page No. 12-23

Learning how to program is a common problem faced by many students in introductory programming courses. The difficulty of introductory such as teaching programming has confronted educators for decades many suggested strategies for improving the teaching process, individual tutoring has proven to be instrumental. The objectives of this study are (1) to develop the system based on programming skills, (2) to identify the programming difficulty of students (3) Significant difference between control and experimental in terms of problem-solving. The control and experimental group composed of 50 students were used in the study. Pre-test and post-test results were analyzed using standard deviation and statistical correlation. The results of mean scores and standard deviation show that there is a significant difference between the control and experimental group. Correlation results show no significant relation. Data from diagnostic and post-assessment is a highly significant difference based on academic performance, skill acquisition, and problem-solving skills. The experimental group performs better, an indication that the intelligent tutoring system with remediation is better than the control group.  As a result, the tutoring system helps the students while doing tactual programming.
Keywords: Programming Skills, Problem-Solving, Tutoring System