Original Research

The role of metacognitive skills in solving object-oriented programming problems: a case study

Marietjie Havenga
The Journal for Transdisciplinary Research in Southern Africa | Vol 11, No 1 | a36 | DOI: https://doi.org/10.4102/td.v11i1.36 | © 2015 Marietjie Havenga | This work is licensed under CC Attribution 4.0
Submitted: 24 February 2016 | Published: 30 July 2015

About the author(s)

Marietjie Havenga, School for Natural Science and Technology Education, Faculty of Education Sciences, North-West University (Potchefstroom campus)., South Africa

Full Text:

PDF (289KB)

Abstract

This article reports on the role of metacognitive skills when solving object-oriented programming problems as part of a case study. The research was constructivist-based within an interpretivist approach to explore how four students constructed their own thinking when solving programming problems. A qualitative methodology was employed. Both concept-driven coding and data-driven coding were applied. Two main issues emerged from the findings. Participating students had fragmented knowledge of the object-oriented approach and shortcomings regarding the implementation thereof, and they experienced problems with metacognitive control during all the steps of program development. Based on the findings the use of metacognitive critical control points (MCCPs) is proposed to be used as a mechanism to facilitate students in their programming efforts and to prevent loss of control during program development.

Keywords

Metacognition; problem solving; programming; thinking processes

Metrics

Total abstract views: 3372
Total article views: 1731

 

Crossref Citations

1. Discovering the Role of Problem-Solving and Discussion Techniques in the Teaching Programming Environment to Improve Students' Computational Thinking Skills
Nor Hasbiah Ubaidullah, Zulkifley Mohamed, Jamilah Hamid, Suliana Sulaiman
International Journal of Information and Education Technology  vol: 11  issue: 12  first page: 615  year: 2021  
doi: 10.18178/ijiet.2021.11.12.1572

2. Female Students in Quantitative Courses: An Exploration of their Motivational Sources, Learning Strategies, Learning Behaviors, and Course Achievement
Chitra S. Dabas, Pauline S. Muljana, Tian Luo
Technology, Knowledge and Learning  vol: 28  issue: 3  first page: 1033  year: 2023  
doi: 10.1007/s10758-021-09552-z

3. Self-organized learning environments (SOLEs) pedagogy as a conduit to learners’ metacognitive skills and conceptual understanding of “S” in STEM: The South African study
Hodi Tsamago, Anass Bayaga
European Journal of Science and Mathematics Education  vol: 11  issue: 3  first page: 533  year: 2023  
doi: 10.30935/scimath/13038

4. Effectiveness and perception of augmented reality in the teaching of structured programming fundamentals in university students
Wellington Remigio Villota Oyarvide, Shirley Betty Reyes Salvatierra, Guillermo Del Campo Saltos
ICST Transactions on Scalable Information Systems  year: 2023  
doi: 10.4108/eetsis.3728

5. The influence of a metacognitive approach to cooperative pair problem-solving on self-direction in learning
Betty Breed, Roxanne Bailey
The Journal for Transdisciplinary Research in Southern Africa  vol: 14  issue: 1  year: 2018  
doi: 10.4102/td.v14i1.516