Evaluating a Pedagogy for Improving Conceptual Transfer and Understanding in a Second Programming Language Learning Context

Abstract

Near novice programmers face transfer challenges when learning a second or subsequent programming language (PL). Although these transfer challenges are known, minimal attention is given to developing a pedagogic model that can guide educators in improving transfer in the classroom. We therefore propose a transfer pedagogy that uses implicit, explicit, and bridging techniques which align with the Model of Programming Language Transfer (MPLT) predictions. To evaluate this pedagogy, we conducted a between-subject study with a total of 62 second-year undergraduate students who were transitioning from Python to Java. The study was for the duration of the first two and a half weeks of the Java course. We provide the quantitative and qualitative results on the effects of this pedagogy on learning programming concepts in the new Java language. We also report the lecturer’s views on using the pedagogy. The results show that students who used the transfer pedagogy performed significantly better in the post-test than the control group in most concepts. The qualitative results showed that 88% of the students appreciated the explicit teaching interventions, with some students noting they helped with avoiding transfer mistakes and made them understand concepts better. The lecturer also appreciated the value of the pedagogy, taking it as an opportunity to help students learn deeper programming concepts. However, they reported some challenges too. These findings suggest that the transfer pedagogy is beneficial and can be of value to second programming language learning.