This study aims to provide a comprehensive and in-depth investigation of the debugging process in programming teaching in terms of cognitive and metacognitive aspects, based on programming students who demonstrate low, medium, and high programming performance and to propose instructional strategies for scaffolding novice learners in an effective way. Data were collected from 41 novice programming students from C++ and Python programming language courses of the same instructor in the scope of case study methodology, and data instruments included paper-based programming questions. The questions were framed under three categories as questions’ difficulty levels (low, moderate and high), error types (syntax and logic), and question types (if-else and while). As having three categories, a total of 12 different data (3x2x2) were taken from each student, which means 492 data rows were evaluated in the study. Chi-square test results revealed that while error detection and correction are significantly high in low difficulty level questions, error detection and error correction attempts for logic errors were substantially higher compared to syntax errors. Further analysis conducted for paper-based markings that were used by students throughout their error detection, correction, and completion attempts. Chi-square test results revealed significant relationships between marking availability and error types, as well as difficulty levels. Results were discussed for both traditional learning and e-learning environments in terms of what kind of educational implications and strategies can be outlined by data for increasing the effectiveness of programming education for novice learners.

中文翻译：

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调查新程序员的调试行为以告知智能电子学习环境：一个案例研究

这项研究旨在根据表现出低，中和高编程能力的编程学生，从认知和元认知方面对编程教学中的调试过程进行全面而深入的研究，并为脚手架新手学习者提出教学策略有效地。数据是从案例研究方法论范围内的同一位讲师的C ++和Python编程语言课程的41名新手编程学生中收集的，数据工具包括基于纸张的编程问题。这些问题分为三类，分别是问题的难度级别（低，中和高），错误类型（语法和逻辑）和问题类型（if-else和while）。由于分为三个类别，因此从每个学生那里总共获取了12种不同的数据（3x2x2），这意味着在研究中评估了492个数据行。卡方检验结果表明，尽管在低难度级别的问题中错误检测和纠正的可能性很高，但是与语法错误相比，逻辑错误的错误检测和纠正错误的尝试要高得多。对学生在整个错误检测，纠正和完成尝试过程中使用的纸质标记进行了进一步的分析。卡方检验结果表明标记的可用性和错误类型以及难度级别之间存在显着的关系。讨论了传统学习和电子学习环境的结果，其中可以用数据概述什么样的教育影响和策略，从而提高对新手编程学习的有效性。