Modula-2 versus C++ as a first programming language—some empirical results

Authors:
Martin Hitz;Marcus Hudec
Affiliations:
Institut für Angewandte Informatik und Informationssysteme, University of Vienna, Rathausstrasse 19/4, A-1010 Vienna, Austria;Institut für Statistik, Operations Research und Computerverfahren University of Vienna, Universitätsstrasse 5, A-1010 Vienna, Austria
Venue:
SIGCSE '95 Proceedings of the twenty-sixth SIGCSE technical symposium on Computer science education
Year:
1995

Citing 2
Cited 5

C++ primer

C++ primer
The C++ programming language (2nd ed.)

The C++ programming language (2nd ed.)

Object-centered design: a five-phase introduction to object-oriented programming in CS1–2

SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Teaching C++ on the WWW

Proceedings of the 2nd conference on Integrating technology into computer science education
Incorporating an Object-Oriented Programming Language into the First Year of a Software Engineering Education

SEEP '96 Proceedings of the 1996 International Conference on Software Engineering: Education and Practice (SE:EP '96)
An objective comparison of languages for teaching introductory programming

Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
A teamwork-based approach to programming fundamentals with scheme, smalltalk & java

Proceedings of the 30th international conference on Software engineering

Quantified Score

Hi-index	0.00

Visualization

Abstract

The success of an experiment of using C++ as a first programming language for students of a specific type of computer science is presented.The paper motivates the shift from Modula-2 to C++ in the curriculum, shortly describes the course and discusses the statistical evaluation of the results of the last Modula-2 course and the first C++ course, respectively.The main findings of the study are the fact that in contrast to most expectations, the shift from a typical “educational” language to a much “dirtier” language had no significant effect to the performance of the students taking the course.