Effect of computer programming instruction on the problem solving capability of college level introductory computer students

The primary purpose of this study was to investigate the effects of an object-oriented programming instruction embedded with transfer training activities on undergraduate college-level students' problem solving skills.; Forty college undergraduate students enrolled in a Visual BASIC programming class participated in the study. Students in two intact classes were assigned one of two instructional treatments (programming plus transfer and programming only). Subjects in the programming plus transfer treatment group received 8 weeks of computer programming instruction embedded with transfer training activities instruction. Subjects in the programming-only group received 8 weeks of computer programming instruction without embedded transfer training activities instruction. Outcome measures were a 61-item problem solving instrument including two sections from Ross Test of Higher Cognitive Processes and two sections from the Watson-Glaser Critical Thinking Appraisal, and a programming competence test used as pretest and posttest measures.; Results indicated that there were no significant differences between the programming plus transfer and programming-only groups in the development of problem solving skills. Significant improvement in performance favoring the programming plus transfer group versus the programming-only group was identified. An unexpected but significant difference between the programming plus transfer and programming-only groups on the content knowledge test was also identified.