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2.0 Introduction This section contains the literature review on problems in programming subjects.

2.1 Research Title: Problems in programming subject among the 2nd Year BCS of FSKKP students.

Research Question: What are the causes of problem in programming subject?

**Literature Review**

**1.0** **__Introduction__** Problem in programming subject among students is caused by different factors such as declaration of variable, teaching environments and the languages. Most students especially the 2nd Year BCS of FSKKP student are having problem in this subject. **2.0** **__ Declaration of variable __** Declaration of variable is the first point of the causes of problem in programming subject to 2nd Year BCS of FSKKP student. Kolling (1999) find that declaration of variable is a syntax similar to variable assignment, the meaning of the construct is hidden and the declaration becomes unreadable to a non-C++- programmer. Based on that statement by Kolling, programming cannot be run when it has any syntax errors in the coding. Relevant variable is the most important thing to make the programme running smoothly and successfully. In this case, lots of student always declare variable which it does not relate to it. The most similar cause of problem in programming subject is to declare a variable at the place where it is used ( Habermann, 1973; cf Kolling, 1999). So, students need to check their coding whether the variable is at the correct place or not. It greatly affects the programme. Sometimes students are not focus on that and become careless when they are typing the coding. Gurevich (1988) find that the name of procedure, a variable and etc may not identify the corresponding the declaration uniquely. In order to provide unique names to different procedures, types and variables, they adopt a common convention. Moreover, to make sure all of the declarations are correct, students should jot down the different name of variable to show that they are unique. In fact, students are so confusing to compare variable each other. As the result, it cause problem to run any programmes. ** 3.0 ****__ Teaching environments __** The second point is teaching environments. Kolling (1999) states that one of the results will be that the programming environment available for teaching has a major influence on the quality of the overall system. The environment is should be related to the student’s level. As we know, student are not at the same level. That is why we need to use teaching tools to help student improving in programming subject. Besides that, it will attract student to be curious in this subject. Habermann (1973) states that programming such a sorting problem in a constructive and systematic way requires that the action of merging two sections can be written as a module that fits in an environment to which only the external specification of that module is relevant. If it is not relevant, it may cause problem to the programme. As the result, student will not achieve what they want in programming subject. **4.0** **__ Languages __** Languages is the third point for the causes of problem in programming subject. Kolling (1999) find that one obvious problem is that students use parts of the language that are not in the officially sanctioned subset (because they read examples from a textbook). The lecturer then needs to explain why it should not be used, or accepts its use and is forced to deal with it. Student’s own understanding will cause the problem. They need to ask people who expert in the programming subject such as lecturer, programmer and others. According to the step, students can solve their problem in programming which quite difficult for them. Habermann (1973) find that Pascal (programming) is supposed not to contain the features and construct of other languages that are hard to explain and are said to be an “insult to minds trained in systematic reasoning”. In this case, students need to use the simple language and not suggest them to use too hard or complex language which may cause lots of problem in programming. Student always demand to use the high level of language for their programming, but they do not know how to solve it when it becomes trouble on it. Furthermore, the simple language is more easy to explain and understand compared to the hard language. Gurevich (1988) find that it extremely important features of first-order logic are a formal language and a clear notion of models. The models are so-called first-order structures or, simply, structures. A formal language is well-defined models which it persists through familiar generalizations of first-order logic. **5.0** **__Conclusion__** As the conclusion, there is a different causes of problem in programming subject. They are the declaration of variable, teaching environments and languages. Students have their own causes of problem in programming subject and need to face and solve it wisely.

**6.0** **__Reference List__** Gurevich, Y. (1988). Logic and the challenge of computer science. Retrieved on August 3, 2010 from Google Scholar website.   Habermann, A. N. (1973). Critical comments on the programming language Pascal. //Acta Informatica,// 3, 47-57. Retrieved on August 2, 2010 from Springer website.  Kolling, M. (1999). The problem of teaching object-oriented programming. //Journal of Object-Oriented Programming,// 11(8): 8-15. Retrieved on August 2, 2010 from Science Direct website.

the construct is hidden and the declaration becomes unreadable to a non-C++- programmer. || One of the results will be that the programming environment available for teaching has a major influence on the quality of the overall system. Because of its great importance, we will devote a separate column in a coming issue of JOOP to the discussion of programming environments for teaching.
 * Author’s name || Declaration of variable  ||  Teaching environments  ||  Languages  ||
 * Michael Kolling || By employing a syntax similar to variable assignment, the meaning of

|| One obvious problem is that students use parts of the language that are not in the officially sanctioned subset (because they read examples from a textbook). The teacher then needs to explain why it should not be used, or accepts its use and is forced to deal with it.

|| etc. may not identify the corresponding declaration uniquely. In order to provide unique names to different procedures, types and variables, we adopt a common convention. || - || Extremely important features of first-order logic are a formal language and a  clear notion of models. The models are so-called first-order structures or, simply, structures. ||
 * A.N.Habermann || A sound programming principle is to declare a variable at the place where it is used. || Programming such a sorting problem in a constructive and systematic way requires that the action of merging two sections can be written as a module that fits in an environment to which only the external specification of that module is relevant. || Pascal is supposed not to contain the features and construct of other languages that are hard to explain and are said to be an “insult to minds trained in systematic reasoning”. ||
 * Yuri Gurevich || The name of a procedure, a variable,