View in EDS

Exploring the Link between Problem-Solving Strategies and Programming Performance: A Comparative Analysis of High and Low Performers

Saved in:
Bibliographic Details
Title: Exploring the Link between Problem-Solving Strategies and Programming Performance: A Comparative Analysis of High and Low Performers
Language: English
Authors: Sora Chi-Fang Huang (ORCID 0000-0001-5560-6665), Zhi-Hong Chen, Yu-Tzu Lin, Martin K. Yeh, Yi-Wei Chen
Source: Journal of Educational Computing Research. 2026 64(2):493-523.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 31
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Problem Solving, Programming, Eye Movements, Independent Study, Performance Factors, Computer Science Education, Learning Strategies, Scaffolding (Teaching Technique), Visual Aids, College Students, High Achievement, Low Achievement, Correlation
DOI: 10.1177/07356331251396440
ISSN: 0735-6331
1541-4140
Abstract: Although studies have investigated how students' problem-solving strategies influence their performance, few explore the comparison between high and low performers. Moreover, there is a lack of empirical evidence on the effect of students' problem-solving strategies on their performance in visual programming systems. To address this research gap, we developed a visual programming system based on the self-regulated learning model, providing top-down and bottom-up perspectives. We recruited 35 university students to use the visual programming system and collected eye movement data to analyze their problem-solving strategies. Finally, 19 students' data with the weighted gaze sampling rate exceeding 80% were used to ensure robust data reliability. The results revealed: (1) a positive correlation between performance and visits to the top-down tracking window, and a negative correlation with the bottom-up window; and (2) both high and low performers used both strategies, but high performers favored the top-down approach. The findings suggest that to better support low performers, the visual programming system should provide guidance on applying the top-down strategy for problem-solving. The implications of this study highlight the importance of problem-solving strategies in programming and suggest that incorporating visual scaffolding for the top-down approach may help low performers narrow the gap with high performers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497013
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1497013
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring the Link between Problem-Solving Strategies and Programming Performance: A Comparative Analysis of High and Low Performers
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sora+Chi-Fang+Huang%22">Sora Chi-Fang Huang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5560-6665">0000-0001-5560-6665</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhi-Hong+Chen%22">Zhi-Hong Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Yu-Tzu+Lin%22">Yu-Tzu Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Martin+K%2E+Yeh%22">Martin K. Yeh</searchLink><br /><searchLink fieldCode="AR" term="%22Yi-Wei+Chen%22">Yi-Wei Chen</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Computing+Research%22"><i>Journal of Educational Computing Research</i></searchLink>. 2026 64(2):493-523.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 31
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+Achievement%22">High Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/07356331251396440
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0735-6331<br />1541-4140
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although studies have investigated how students' problem-solving strategies influence their performance, few explore the comparison between high and low performers. Moreover, there is a lack of empirical evidence on the effect of students' problem-solving strategies on their performance in visual programming systems. To address this research gap, we developed a visual programming system based on the self-regulated learning model, providing top-down and bottom-up perspectives. We recruited 35 university students to use the visual programming system and collected eye movement data to analyze their problem-solving strategies. Finally, 19 students' data with the weighted gaze sampling rate exceeding 80% were used to ensure robust data reliability. The results revealed: (1) a positive correlation between performance and visits to the top-down tracking window, and a negative correlation with the bottom-up window; and (2) both high and low performers used both strategies, but high performers favored the top-down approach. The findings suggest that to better support low performers, the visual programming system should provide guidance on applying the top-down strategy for problem-solving. The implications of this study highlight the importance of problem-solving strategies in programming and suggest that incorporating visual scaffolding for the top-down approach may help low performers narrow the gap with high performers.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1497013
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497013
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/07356331251396440
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 493
    Subjects:
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Programming
        Type: general
      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: High Achievement
        Type: general
      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Correlation
        Type: general
    Titles:
      – TitleFull: Exploring the Link between Problem-Solving Strategies and Programming Performance: A Comparative Analysis of High and Low Performers
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sora Chi-Fang Huang
      – PersonEntity:
          Name:
            NameFull: Zhi-Hong Chen
      – PersonEntity:
          Name:
            NameFull: Yu-Tzu Lin
      – PersonEntity:
          Name:
            NameFull: Martin K. Yeh
      – PersonEntity:
          Name:
            NameFull: Yi-Wei Chen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0735-6331
            – Type: issn-electronic
              Value: 1541-4140
          Numbering:
            – Type: volume
              Value: 64
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Educational Computing Research
              Type: main
ResultId 1