ABSTRACT
Software development is a cornerstone of information technology and computer programming is a key element of software development. Teaching computer programming to undergraduates can be challenging. Adding to the challenge is the near universality of the object-oriented paradigm in computer programming courses. A key question facing programming instructors is whether to take an objects-first approach or a structures-first approach in the classroom. Conventional wisdom seems to favor an objects-first approach, but no hard empirical evidence exists on this question. This study performs a field experiment by having two nearly equivalent sections of introductory Java …