By Ronald S. Lemos
Communications of the ACM,
June 1979,
Vol. 22 No. 6, Pages 335-340
10.1145/359114.359116
Comments
The effectiveness of structured walk-throughs in teaching introductory Cobol programming was empirically assessed with a sample of 215 undergraduate business administration majors. Cobol proficiency was measured by a final examination testing (a) knowledge of language rules, (b) ability to read and debug a program, and (c) the ability to write a program. Analysis of multiple covariance was used to statistically adjust test scores for age and conditional reasoning scores.
The findings provide empirical support for incorporating structured walk-throughs into the programming learning process to more effectively develop student proficiency in writing Cobol programs.
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