Abstract

Programming Languages are very essential on programmers and also to students whom

willing to enter and create their own program. There are different programming codes in

every certain point, but it has a lot of conflict and problem solving before the work would

be done. Some students have a huge conflict about the programming languages on how to

encode the input. The hindrances like lack of problem-solving skills, lack of algorithmic

skills, lack of programming conceptual understanding, and lack of logical skills. The

researchers of Information and Communication Technology (ICT) study the Hindrances

of students in Java Programming Language, to come up with the result, the researchers

used liker scale and self-made questionnaire and conduct an interview to gather data from

12 ICT GATES and 12 ICT JOBS students of Children of Fatima School Inc., Mabiga.

Simple random sampling technique is used by the researchers.

Keywords: Programming Languages, Skills, Hindrances, Problem Solving

Hindrances in Java Programming Language

INTRODUCTION

Information and Communications Technology (ICT) students have different

major subjects. A few examples of these are Animation, Photoshop, Empowerment

Technology, Computer System Servicing (CSS), Media and Literature and one of the

difficult subjects of being an ICT student is the computer programming. Computer

Programming is one of the most essential subjects of an ICT student. Nowadays, students

are having difficulties in this particular subject; they are unable to know the importance

of problem-solving skills, logical and reasoning skills, algorithmic skills, and

programming conceptual understanding. One of the most popular programming

languages in the world is the Java, which is one of the 3 available programming

languages to teach in K – 12 curriculum, Oracle Database, and Net Technology are the

other two. Java is a computer programming language as it enables programmers to write

computer instructions using English-based commands instead of having to write in

numeric codes. It’s known as a high-level language because it can be read and written

easily by humans (Leahy, 2019). In this study you will determine why students have a

poor performance in the subject programming.

As indicated by Al’ Rashid (2004), with the widespread development of computer

technology, the needs for the use of computers are increasing. The experts in the field of

Information and Communications Technology (ICT) are essential nowadays such as

software programming, database, software engineering, computer networking and

creative multimedia.

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Hindrances in Java Programming Language

According to Rouse (2019), Java is the first computing platform released by Sun

Microsystems in 1995. Java programming language is advertised and esteemed for its fast

performance, security and reliability. It was designed to have the look and feel of the C+

+ programming language, but is simpler to use and enforces an object-oriented

programming model. Java can be used to create complete applications that may run on a

single computer or be distributed among servers and clients in a network. It can also be

used to build a small application module or applet for use as part of a webpage.

Adair & Jaeger (2011) stated that, Java is an object-oriented programming

language. Java programming language objective was to combine a complete but nominal

set of existing features and it was specifically designed to be a safe and simple language

with uncertain features such as pointer arithmetic and arbitrary pointer casts purposely

left out. Students found out that the skill of programming is hard to acquire in general.

Teaching to program using the Java programming language has also proved to be

problematic. These are the cause of difficulties in computer programming subject and

methods used to teach from the expectations and behaviors of the teachers and their

students. Problems within the computer programming could be lack of attitude,

awareness, understanding, and motivation. It has also been found that unless teachers

take special care to introduce the teaching material in a way that limits difficulty of the

java programming language, details can easily overwhelm introductory students.

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Hindrances in Java Programming Language

Being successful in programming is being able to transform a problem into

program codes as a working solution on the computer. For beginners, they need a set of

learning strategies to help them cope with all of the process, in fact, lacking to visualize

the program states during code executions are one of the factors of student’s difficulties

in learning programming (T. Linden and R. Lederman 2011).

As studied by Oroma, Wanga, & Ngumbuke (2012) entitled “Challenges of

teaching and learning computer programming in developing countries”, computer

programming is a difficult course to teach and learn especially in developing countries.

The difficulties are notably marked in the poor performance and high failure rate. They

are attributed to poor study methods of learners, lack of problem solving abilities, low

self-efficacy, and of course programming is a new field of study.

Introductory programming failure rate among students is high worldwide. The

failure rate remains a subject for investigation due to a high number of students who find

program difficult (Marokane, 2017). Programming courses are among the important

components of the curriculum to be studied, not only in the field of Information

Technology, but also required in most of the field like Engineering at tertiary levels.

However, the subject is considered difficult and complex as part of the seven grand

challenges in computing education (Derus & Mohamad Ali 2012).

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Hindrances in Java Programming Language

Coman et al., (2008) indicated that students and novice programmers struggle

with very basic concepts of programming, such as behavior of a program in run-time.

Early failures in studying may dramatically decrease one’s motivation to become a

programmer.

Basic understanding of programming concepts is not the problem of beginners,

but the application of abstract concepts of programming with the programming structure,

as well as additional skills such as management training, editing, compiling and

debugging program code. This is because the programming skills involving more than a

different process in which at an early stage, the problems faced by the programmer needs

to be translated into a form of algorithms, which are then translated on to the program

code (Derus, S.R & Mohamad Ali, A.Z. 2012).

According to A. Rudder, M. Bernard, and Shareeda Mohammed (2007), an

effective way to learn programming is to take real world problems and then translated it

to program code to solve it. Although, such approach is considered hard by the students

because the process of learning programming is to be said a multi-layer skills which

could be boring, intimidating, and unrelated to day-to-day experience which students

only learned in single context.

Manabat (2012) stated that, novice programmers are unexperienced programmers

in the art of programming and usually taking up introductory programming course.

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Hindrances in Java Programming Language

Every novice programmer is confronted with a wide range of difficulties and deficits in

programming.

Algorithmic Thinking is a skill of getting a solution to have a clear understanding

of the definition of the steps needed. These are the instructions and rules that are

organized and followed to lead in a direct answer to both original and similar problems.

Another type of algorithmic thinking is algorithmic trading it is also define as automated.

Algorithmic trading requires two kinds of skills which are code development and domain

knowledge. Coding skills needed an effective command of programming languages while

domain knowledge a critical understanding of trends in various sectors. Coding is a

highly demanding skill.

Logical thinkers observe and analyze phenomena, reactions, and feedback then

draw conclusions supported that input. they'll justify their ways, actions, and to support

the facts they gathered. Logical thinkers do not just with their feeling. They also needs

setting aside assumptions and biases.

Programming languages are a set of commands, instructions, and syntax used to

create a software program. Students face difficulties in understanding the basic concept

of programming structure and designing a program to solved certain tasks. Learning to

program means learning how to solved problems using a code. Conceptually it is very

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Hindrances in Java Programming Language

difficult for student to write a program to solved a given problem. The lack of skill of

students is thinking very precisely about how to solved the problem.

The study aims to determine how the hindrances in Java Programming Language

affect the Grade 12 ICT students in Computer Programming Subject. The researchers

also seek to answer the following research questions: 1) Which of the following

hindrances in Java Programming Language greatly affect the performance of Grade 12

ICT students in Computer Programming? 1.1 Lack of logical skills, 1.2 Lack of problem-

solving skills, 1.3 Lack of algorithmic skills, and 1.4 Lack of programming conceptual

understanding; 2) How do the hindrances affect the performance of the ICT Students in

Computer Programming Subject?; and 3) What proposed matrix could be suggested by

the researchers?

The researchers came up with the following hypotheses of the study: 1) Based

from the theory of (Sarpong, Arthur & Amoako 2013) Lack of problem solving skills can

greatly affect the performance of the ICT students’ performance in Computer

Programming Subject ; 2) if the student lacks problem solving skills, this implies that the

student has the possibility of not surviving in Computer Programming Subject, because

he or she cannot understand such problems which are included in the said subject. ; and

3) The school admin will used the proposed matrix that the researchers have done.

The following will benefit from the study: to the school administrators, they

will be aware of the ICT Students need engaging activities and practice them enhance

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Hindrances in Java Programming Language

their problem-solving skills. The administrator may update the curriculum in Computer

Programming Subject; to the teachers, they will be aware who among of their students

are facing difficulties in Java programming language, and they may use the proposed

matrix of this study in integrating collaborative activities; to the students, they will be

able to enhance their critical thinking and problem solving skills through utilizing the

proposed matrix of the study; and to the future researchers, they will be able to use this

study as one of their references on their research.

The researchers limit their study on the hindrances of the Grade 12 ICT students

in Java Programming Language. The study covers the hindrances which greatly affect the

ICT students and how do the problems affect their performance in Computer

Programming Subject.

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 Hindrances in Java Programming Language

Conceptual Framework

Input Process Output

Hindrances that the  Descriptive research  PROPOSED

students facing: design. MATRIX
 Simple random  PLEASE INLCUDE
- Lack of logical
sampling technique. ACTIVITIES
skills
 Grade 12 ICT
- Lack of problem GATES and JOBS.
solving skills  The researchers will
- Lack of algorithmic use a survey
skills questionnaire and
interview to the
- Lack of respondents.
programming  Likert Scale
conceptual
understanding

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Hindrances in Java Programming Language

Research Design

This study utilized descriptive research design in determining what are the

Hindrances of the Grade 12 ICT Students in Java Programming Language. A descriptive

is a type of research design where the researchers seek to accurately and systematically

describe a population, situation or phenomenon. It can answer what, when, where, and

how questions.

Respondents

The researchers estimated the respondents of the study using simple random

sampling technique. The chosen respondents are as follow : 12 ICT GATES and 12 ICT

JOBS of Children of Fatima School Inc., Mabiga. A simple random sampling is a subset

of a statistical population in which member of the subset has an equal probability of

being chosen. A simple random sampling is meant to be an unbiased representation of

group.

Research Locale

The study conducted at Children of Fatima School, Inc. located in Mabiga,

Mabalacat City nearby Total Gasoline Station. The building started to operate in 2017.

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Hindrances in Java Programming Language

Research Instruments

The researchers used a self-made questionnaire in this study to be able to gather

the data needed. The researchers also conducted an interview to the respondents.

Research Ethics

The study ensured the equality. The head of the Research Department provided a

letter of consent for the researchers to be able to conduct the survey during class hours.

No plagiarism involved in the content of the research.

Procedure

The respondents of this research were initially generated from the adviser of the

12 ICT Jobs before conducting the survey proper. The researchers disseminated a survey

questionnaire to the Information and Communications Technology students who have a

difficulty in programming and also conducted an interview to each student. The

researchers then tallied the responses and applied the statistical treatment in order for the

researchers to synthesize and interpret the results, and the collected data was analyzed

and interpreted statistically using Frequency and Mean.

Formula for the Mean:

∑ (× w)
¿X
n

The formula above is the technical formula for the weighted mean. In simple terms, the

formula can be written as:

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Hindrances in Java Programming Language

X = weighted mean

∑ = sum

x = score

w = weight

n = number of respondents

This will use a 4-point Likert scale, with 1 for the lowest and 4 for the highest. The

following describes the weight and the mean range of the level of influence, represented

by each point:

Weight mean range description:

Strongly Agree - 4

Agree - 3

Disagree - 2

Strongly Disagree -1

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Hindrances in Java Programming Language

Results

Table 1.

Statement Frequency

The total number of ICT students in

82
Children of Fatima School Inc. Mabiga

The total number of ICT students who

are having difficulties in Java 30

Programming Language

Table 1 shows the total number of ICT students who’s having difficulties in Java

Programming Language.

Lack of Logical Skills Weighted Mean Interpretation

1.1 I’m having difficulties

in identifying errors. 3.1 Agree

1.2 I’m having difficulties

in understanding and 3.03 Agree

performing a debug

process.

1.3 I have a problem in 3.16 Agree

memorizing programming

terminologies.

Table 2.1 Hindrances in Java Programming Language (Lack of Logical Skills)

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Hindrances in Java Programming Language

Table 2.1 showed the results figured from 30 ICT students of Children of Fatima

School Inc., Mabiga, wherein, the findings indicated that for the items 1.1, 1.2, and 1.3

most of the students chose to agree with assessment that most of the ICT students are

having difficulties in identifying errors, understanding a debug process and memorizing

programming terminologies in Java Programming Language.

Lack of Problem Solving Weighted Mean Interpretation

Skills

2.1 I’m having difficulties

2.9 Agree
in analyzing my data.

2.2 I’m lacking in

memorizing coding 3 Agree

syntaxes.

2.3 I have low analytical 2.7 Agree

skills.

Table 2.2 Hindrances in Java Programming Language (Lack of Problem Solving)

Table 2.2 illustrated the results figured from the survey conducted among Grade 12

ICT students wherein, the findings indicated that for the items 2.1, 2.2, and 2.3 most of

the students decided to agree with the assessment that most of the students are having

difficulties in problem solving, analyzing data, memorizing codes, and analytical skills in

Java Programming Language.

Lack of Algorithmic Weighted Mean Interpretation

Skills

3.1 I have difficulties in

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Hindrances in Java Programming Language

sequencing events. 2.9 Agree

3.2 I am difficulties in

understanding Java 3 Agree

operators.

3.3 I’m having difficulties

3 Agree
in using Java operators.

Table 2.3 Hindrances in Java Programming Language (Lack of Algorithmic Skills)

Table 2.3. display the results of the students. Wherein, the findings indicated that

most of the students agreed with the thought that Java Programming Language have

difficulties in sequencing events, and understanding Java operators.

Lack of Programming Weighted Mean Interpretation

Conceptual

Understanding

4.1 I’m having difficulties 3 Agree

to arrange my inputs.

4.2 I’m having difficulties 2.83 Agree

in memorizing the Java

inputs.

4.3 I’m having limited 2.9 Agree

knowledge in

programming.

Table 2.4 Hindrances in Java Programming Language (Lack of Programming

Conceptual Understanding)

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Hindrances in Java Programming Language

Table 2.4 presented the results figured from 30 ICT students of Children of

Fatima School Inc., Mabiga, wherein, the findings indicated that for the items 4.1, 4.2,

and 4.3 most of the students decided to agree with the assessment that Java Programming

Language, the students have difficulties in arrangement of the inputs, memorization of

the Java input, and having limited knowledge in programming.

Discussion

In overall, the study of hindrances of ICT Students that greatly affect their performance

in programming is reportedly. These factors are Lack of logical skills (3.16 is the highest

weighted mean and an interpretation of agree) and Lack of algorithmic skills (3.00 is the

highest weighted mean and an interpretation of agree), which is recorded by the

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Hindrances in Java Programming Language

researchers. Due to problem in memorizing programming terminologies usually made up

students having a difficulties in encoding and it results to a simple language give rise to

fewer syntax errors as well as logical errors (Linda Mannila., 2019) A student having

difficulties in using Java operators are unable to view the information in tables, codes,

graph and numerical data. This type of approach to programming means that student

should know and learn when to know their own problems in Algorithmic. Teachers

usually not solve the problem and give the solution for the student instead they may want

to see the student's ability to solve their problem alone ( Mauro Pichiliani., 2012). And in

table 2.2 which is the Lack of Problem Solving skills (3 is the highest weighted mean and

an interpretation of agree) lacking of memorizing coding syntaxes, as stated by (T.

Jenkins, 2002) Many students are used to solve problems from other disciplines through

the memorization of formulas or procedures. Sometimes students memorize formulas,

without a complete understanding of the underlying concepts, just knowing that a

particular formula should be used to some type of problem. In conclusion, Lack of

Programming Conceptual Understanding statement 4.1 “having difficulties in arranging

inputs” has the highest weighted mean 3 and an interpretation of agree. According to

Piteira and Costa (2013), it is important to know how to transform the problem into

consecutive steps. Students are facing difficulties in programming because they don’t

know when to use such commands.

Conclusion

This study has attempted to determine the hindrances of students in Java programming

languages of ICT students of Children of Fatima School Inc., Mabiga. Interview and

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Hindrances in Java Programming Language

survey are conducted to gather data using simple random sampling technique is supervise

with the school teacher major in programming. It resulted. Overall, the hindrances that

greatly affected the 12 ICT students are Lack of Logical Reasoning and Lack of

Algorithmic Skills were the most frequent reasons of the students in Java Programming

Languages. Several interventions have been made like teachers evaluation to enhance the

basic skills of teaching in Java Programming Language.

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Hindrances in Java Programming Language

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