摘要
Our research explored the effects of objects-first and objects-late methods on achievements of object-oriented pro-gramming (OOP) learners during a graduate course. The course’s scope was virtually identical for two groups, but the structure of the contents differed in sequence. The objects-first method emphasized the design and discussion of the object-oriented concepts from the very beginning while the objects-late deferred these concepts to the late lectures. The objects-first learners used all visual functionalities of BlueJ IDE. However, the objects-late learners started with only the text-based interfaces of BlueJ and they benefited its visual support in the last lectures. At the end of the study, we found that there was a statistically significant difference between OOP learner groups.
Our research explored the effects of objects-first and objects-late methods on achievements of object-oriented pro-gramming (OOP) learners during a graduate course. The course’s scope was virtually identical for two groups, but the structure of the contents differed in sequence. The objects-first method emphasized the design and discussion of the object-oriented concepts from the very beginning while the objects-late deferred these concepts to the late lectures. The objects-first learners used all visual functionalities of BlueJ IDE. However, the objects-late learners started with only the text-based interfaces of BlueJ and they benefited its visual support in the last lectures. At the end of the study, we found that there was a statistically significant difference between OOP learner groups.
