A Qualitative Study of Trial-and-Error Processes in Programming Among Junior High School Students'

Abstract

This study aimed to clarify the trial-and-error process during programming among junior high school students. Two pairs of students (sixteen students, eight pairs) were asked to solve five programming problems. During programming, students were encouraged to speak, and their screen images and speech were recorded and used for protocol analysis. Gained protocols were classified inductively into phases of PDCA(Plan-Do-Check-Action) and its sub-categories. The relationship between each phase of PDCA and its contribution to solving problems was analyzed. Students were classified according to their success in problem solving (i.e., groups with higher versus lower success rates). Consequently, the group with lower scores was confused in phases D and A. Further, the result of sequential pattern mining indicated that the group with higher success rates showed deductive planning and revision by abduction, while the group with lower success rates showed only partial revision and intuitive revision.