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Journal articles on the topic 'Programming Course'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Günbatar, Mustafa Serkan. "Computational Thinking Skills, Programming Self-Efficacies and Programming Attitudes of the Students." International Journal of Computer Science Education in Schools 4, no. 2 (2020): 24–35. http://dx.doi.org/10.21585/ijcses.v4i2.96.

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The purpose of this research is to examine Computer Programming Attitude (CPA), Computer Programming Self-Efficacy (CPSE) and Computational Thinking (CT) skills of middle school students who took the Information Technologies & Software (IT&S) courses and those who did not, and make various analyses according to the relationships between these variables. As a result of the analysis, it was found that CPA and CPSE variables are significant predictors for CT skills, both students who took IT&S course and those who did not take have moderate CPSE, but students who took IT&S course

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2

Eid, Chaker, and Richard Millham. "Which Introductory Programming Approach Is Most Suitable For Students: Procedural Or Visual Programming?" American Journal of Business Education (AJBE) 5, no. 2 (2012): 173–78. http://dx.doi.org/10.19030/ajbe.v5i2.6819.

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In this paper, we discuss the visual programming approach to teaching introductory programming courses and then compare this approach with that of procedural programming. The involved cognitive levels of students, as beginning students are introduced to different types of programming concepts, are correlated to the learning processes of programming. Our hypothesis is that if beginning students are introduced to programming concepts by means of a console-based procedural programming approach, they perform better in subsequent visual programming higher level courses. The performance of two group

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Hynek, Josef, and Kamila Olsevicova. "Prolog programming e-course." International Journal of Continuing Engineering Education and Life-Long Learning 15, no. 3/4/5/6 (2005): 194. http://dx.doi.org/10.1504/ijceell.2005.007710.

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Bergin, Joe, Raymond Lister, Barbara Boucher Owens, and Myles McNally. "The first programming course." ACM SIGCSE Bulletin 38, no. 3 (2006): 301–2. http://dx.doi.org/10.1145/1140123.1140206.

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Zhan, Qianyi, Jing Wang, Xiang Pan, Yanrui Ding, and Yuan Liu. "Teaching Model Design of Computer Programming Courses for Digital Media Technology Students." Wireless Communications and Mobile Computing 2022 (January 24, 2022): 1–5. http://dx.doi.org/10.1155/2022/7085914.

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Digital media technology major is aimed at improving students’ skill on technological aspects of multimedia and developing their artistic and creative thinking. Therefore, the fundamental programming courses, including C, C++, Java, and Python, should meet the demand of digital media technology. In this paper, we design the teaching model of programming courses, which consists of three parts: theoretical research on the deep integration of programming course cluster and digital media, teaching and learning method of programming courses led by “art-technology integration,” and teaching quality

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Cooper, Jennifer, and Lisa Dierker. "Increasing Exposure to Programming: A Comparison of Demographic Characteristics of Students Enrolled in Introductory Computer Science Programming Courses vs. a Multidisciplinary Data Analysis Course." International Research in Higher Education 2, no. 1 (2016): 92. http://dx.doi.org/10.5430/irhe.v2n1p92.

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Upward trends in programming careers and increases in programming in less traditionally computer-oriented occupations threaten to further increase the current underrepresentation of both females and individuals from racial minority groups in these disciplines. Using administrative data (2009 – 2014), the present study compares demographic characteristics of students enrolled in a course that introduced programming: a multidisciplinary data analysis course, an introductory programming course, or an introductory computer science (CS) gateway course. The multidisciplinary data analysis course enr

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Kuo, Yu-Tung, and Yu-Chun Kuo. "African American Students’ Academic and Web Programming Self-Efficacy, Learning Performance, and Perceptions towards Computer Programming in Web Design Courses." Education Sciences 13, no. 12 (2023): 1236. http://dx.doi.org/10.3390/educsci13121236.

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Computer programming has been included in computer literacy education in many countries in the last decade. This study examined the effects of gender and the prior programming experience of computer programming on academic and web programming self-efficacy and learning performance in the web design course among African American students, as well as their perceptions towards computer programming. This study’s 14-week web design course taught African American students multiple web programming languages, including HTML, CSS, and JavaScript, in order. A one-group pretest–posttest design was adopte

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Cao, Li Ying, He Long Yu, Gui Fen Chen, and Ting Ting Yang. "Reform and Practice of Teaching Model of Computer Programming Courses." Applied Mechanics and Materials 644-650 (September 2014): 5978–80. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5978.

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According to the problems of programming courses in the teaching process, this paper proposes the "two way, three classrooms, four reform, multiple assessment" teaching model of C++ programming combining with some teaching experience, and researches and discusses from programming course content, teaching methods and assessment methods. The teaching model applied in other programming course, and obtained the same good results.

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Xia, Belle Selene. "A Pedagogical Review of Programming Education Research." International Journal of Online Pedagogy and Course Design 7, no. 1 (2017): 33–42. http://dx.doi.org/10.4018/ijopcd.2017010103.

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Previous research has shown that especially novice students may find learning programming to be difficult in terms of programming concepts and program design. Many students fail to write correct program codes after the course and achieve the level of skills set by the learning goals of the course. In order to overcome the challenges of learning programming, we are interested in the pedagogical techniques of learning and teaching programming as well as some of the learning tools used to support programming education. This knowledge would help us to better align the design of programming courses

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Ma, Xiangyu. "Discussion on the Design of Ideological and Political Course and Online Teaching Scheme of Programming Language Course." Journal of Education and Educational Research 1, no. 2 (2022): 49–51. http://dx.doi.org/10.54097/jeer.v1i2.3071.

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The ideological and political teaching of programming language course has certain characteristics in content, process and form. The teaching goal takes moral cultivation as the fundamental task to lead knowledge learning and ability training. It requires to establish a correct three outlook, go together and form a synergistic effect. To implement the fundamental task of establishing morality and cultivating people, we must integrate value shaping, knowledge imparting and ability cultivation. For the construction of "ideological and political curriculum" of programming language project-based te

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Fanghui Zha, Fanghui Zha, Yong Wang Fanghui Zha, Liqiang Mao Yong Wang, Jin Liu Liqiang Mao, and Xue Wang Jin Liu. "Can University Marks Measure Programming Skills for Novice Programmers? An Exploratory Study." 網際網路技術學刊 24, no. 6 (2023): 1189–97. http://dx.doi.org/10.53106/160792642023112406002.

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<p>Programming skills are the key ability of programmers. For novice programmers who are new and have little experience in programming, it is important to measure and improve their programming skills. In practice, novice programmers learn programming knowledge and coding ability at university, and course learning is the main way for novice programmers to improve programming skills. However, can university marks be used to measure the programming skills of programming novices? To answer this question, in a controlled experiment, we compare university marks of novice programmers with their

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Leso, Tim, and Kyle L. Peck. "Computer Anxiety and Different Types of Computer Courses." Journal of Educational Computing Research 8, no. 4 (1992): 469–78. http://dx.doi.org/10.2190/q1tj-8jcu-ldap-84h8.

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This study was undertaken for two purposes: 1) to describe differences in anxiety in students voluntarily entering two different types of computer courses; and 2) to assess the changes in anxiety level attributed to each course. Undergraduate college students had registered for two introductory computer courses. One was a problem solving and programming course; the other was a tools software applications (non-programming) course. Students completed a pretest and posttest for computer anxiety. Results indicated that initial anxiety levels were not significantly different, and that the reduction

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Prokop, Yuliya, Olena Trofymenko, and Olexander Zadereyko. "Analysis of approaches in teaching the introductory programming course in universities." System technologies 4, no. 135 (2021): 73–84. http://dx.doi.org/10.34185/1562-9945-4-135-2021-08.

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The importance of the effective study of the initial programming course (CS1), on the one hand, and the need to take into account the requirements for IT professionals today, on the other hand, encourage universities to flexibly change educational components, adjust curricula and disciplines. The relevance of finding approaches that positively affect the effectiveness of learning the basics of programming, due to the complexity of this course for students and the high level of dropout in the first session.The paper analyzes the approaches of foreign universities in teaching the CS1 course. The

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Naveed, Muhammad Shumail, Muhammad Sarim, and Kamran Ahsan. "Learners Programming Language a Helping System for Introductory Programming Courses." July 2016 35, no. 3 (2016): 347–58. http://dx.doi.org/10.22581/muet1982.1603.05.

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Programming is the core of computer science and due to this momentousness a special care is taken in designing the curriculum of programming courses. A substantial work has been conducted on the definition of programming courses, yet the introductory programming courses are still facing high attrition, low retention and lack of motivation. This paper introduced a tiny pre-programming language called LPL (Learners Programming Language) as a ZPL (Zeroth Programming Language) to illuminate novice students about elementary concepts of introductory programming before introducing the first imperativ

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CHIRIAC, Tatiana. "Design and implementation of Java programming course: strategies, tools, and teaching challenges." Acta et commentationes: Științe ale Educației 32, no. 2 (2023): 27–34. http://dx.doi.org/10.36120/2587-3636.v32i2.27-34.

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The article specifies aspects regarding the instructional design of the "Java Programming" course. Designing and implementing programming courses is undoubtedly a challenging task. Learning programming languages is a continuous process that consists of the interaction between practical and theoretical learning of the material. The curriculum for the Java programming course is based on the analysis of teaching methods specific to the field of programming, the implementation of active learning approaches, and evaluation techniques developed within the university platform. The formative values of

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Chen, Nan. "Research on the Teaching Reform of "PHP Programming" Course based on Case-based Teaching." Scientific Journal of Technology 4, no. 9 (2022): 44–48. http://dx.doi.org/10.54691/sjt.v4i9.2131.

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In the traditional teaching mode, there are problems that programming language courses tend to be theory-oriented and students face uneven programming foundations. Based on the problems that the course content is too theoretical and the students' programming foundation is different, the teaching reform research is carried out. Taking the course of "PHP Programming" as an example, this paper proposes a case-based teaching reform of "PHP Programming". This paper firstly analyzes the teaching status of "PHP Programming", then expounds the significance of the teaching reform of "PHP Programming" b

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17

Reges, Stuart. "Marketing the programming languages course." ACM SIGPLAN Notices 43, no. 11 (2008): 104–7. http://dx.doi.org/10.1145/1480828.1480851.

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Maurer, W. Douglas. "The comparative programming languages course." ACM SIGCSE Bulletin 34, no. 1 (2002): 336–40. http://dx.doi.org/10.1145/563517.563472.

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Bell, Doug, and Peter Scott. "A first course in programming." ACM SIGCSE Bulletin 19, no. 2 (1987): 48–50. http://dx.doi.org/10.1145/24728.24739.

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Nardini, D. "Advanced programming, a practical course." Advances in Engineering Software (1978) 7, no. 2 (1985): 100. http://dx.doi.org/10.1016/0141-1195(85)90013-0.

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21

Vessal, Ahmad. "COURSE SEQUENCING USING INTEGER PROGRAMMING." Journal of Academy of Business and Economics 13, no. 4 (2013): 97–102. http://dx.doi.org/10.18374/jabe-13-4.10.

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22

XUE, Yandan, Gongmei LI, and Yanbin BU. "Practical exploration of bilingual teaching in programming courses." Region - Educational Research and Reviews 6, no. 3 (2024): 110. http://dx.doi.org/10.32629/rerr.v6i3.1828.

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Programming is a compulsory general education course for science and engineering students in various universities, and bilingual teaching is one of the important ways to cultivate international students. At present, many schools in China have opened bilingual teaching of programming courses, but there are many problems in the process of bilingual teaching. Therefore, bilingual teaching of programming courses requires research and practical exploration. This paper briefly analyzes the existing problems in bilingual teaching in colleges and universities, takes the bilingual course of "programmin

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23

Rozov, K. V., and A. V. Podsadnikov. "PYTHON PROGRAMMING LANGUAGE IN PEDAGOGICAL UNIVERSITY: FROM THE BASES TO ARTIFICIAL INTELLIGENCE." Informatics and education, no. 6 (September 17, 2019): 26–33. http://dx.doi.org/10.32517/0234-0453-2019-34-6-26-33.

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The article actualizes the choice of Python programming language for professional training of future teachers of informatics in pedagogical university. Python, being one of the most relevant programming languages, is being introduced into education, and the future informatics teacher should be ready to effectively use it to teach the basics of programming. In addition, the Python language is one of the leading tools for the implementation of advanced technologies of artificial intelligence, and therefore, owning this programming language teacher can be part of the mechanism of implementation o

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A Dongo, Tendai, April H. Reed, and Margaret T. O'Hara. "Exploring Pair Programming Benefits for MIS Majors." Journal of Information Technology Education: Innovations in Practice 15 (2016): 223–39. http://dx.doi.org/10.28945/3625.

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Pair programming is a collaborative programming practice that places participants in dyads, working in tandem at one computer to complete programming assignments. Pair programming studies with Computer Science (CS) and Software Engineering (SE) majors have identified benefits such as technical productivity, program/design quality, academic performance, and increased satisfaction for their participants. In this paper, pair programming is studied with Management Information Systems (MIS) majors, who (unlike CS and SE majors taking several programming courses) typically take only one programming

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25

Li, Frederick W. B., Rynson W. H. Lau, and Parthiban Dharmendran. "An Adaptive Course Generation Framework." International Journal of Distance Education Technologies 8, no. 3 (2010): 47–64. http://dx.doi.org/10.4018/jdet.2010070104.

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Existing adaptive e-learning methods are supported by student (user) profiling for capturing student characteristics, and course structuring for organizing learning materials according to topics and levels of difficulties. Adaptive courses are then generated by extracting materials from the course structure to match the criteria specified in the student profiles. In addition, to handle advanced student characteristics, such as learning styles, course material annotation and programming-based decision rules are typically used. However, these additives demand certain programming skills from an i

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FELLEISEN, MATTHIAS, ROBERT BRUCE FINDLER, MATTHEW FLATT, and SHRIRAM KRISHNAMURTHI. "The structure and interpretation of the computer science curriculum." Journal of Functional Programming 14, no. 4 (2004): 365–78. http://dx.doi.org/10.1017/s0956796804005076.

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Twenty years ago Abelson and Sussman's Structure and Interpretation of Computer Programs radically changed the intellectual landscape of introductory computing courses. Instead of teaching some currently fashionable programming language, it employed Scheme and functional programming to teach important ideas. Introductory courses based on the book showed up around the world and made Scheme and functional programming popular. Unfortunately, these courses quickly disappeared again due to shortcomings of the book and the whimsies of Scheme. Worse, the experiment left people with a bad impression o

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Rõõm, Marili, Marina Lepp, and Piret Luik. "Dropout Time and Learners’ Performance in Computer Programming MOOCs." Education Sciences 11, no. 10 (2021): 643. http://dx.doi.org/10.3390/educsci11100643.

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One of the problems regarding MOOCs (Massive Open Online Courses) is the high dropout rate. Although dropout periods have been studied, there is still a lack of understanding of how dropout differs for MOOCs with different levels of difficulty. A quantitative study was conducted to determine the periods with the highest dropouts in computer programming MOOCs and the performance of the dropouts on the course before dropping out. Four occurrences of three MOOCs, with different durations, difficulty of the topic, and the degree of supportive methods, were included. The results showed that dropout

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Bälter, Olle, Martha Cleveland-Innes, Kerstin Pettersson, Max Scheja, and Maria Svedin. "Student Approaches to Learning in Relation to Online Course Completion." Canadian Journal of Higher Education 43, no. 3 (2013): 1–18. http://dx.doi.org/10.47678/cjhe.v43i3.184673.

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This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination

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Settle, Amber, and Chad Settle. "Distance Learning and Student Satisfaction in Java Programming Courses." JUCS - Journal of Universal Computer Science 13, no. (9) (2007): 1270–86. https://doi.org/10.3217/jucs-013-09-1270.

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Student satisfaction with distance learning is impacted by a variety of factors, including interaction with the instructor and the structure of the course. Satisfaction with distance-learning courses also has a strong impact on retention. In an earlier article, we determined that student satisfaction as measured by course evaluation scores in an online discrete mathematics course taught by the first author was not statistically significantly different from that of students in traditional versions of the same course, supporting some previous studies on distance-learning student satisfaction. Ho

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Wu, Wenliang, Yin Li, Xiaoting Zhang, and Pei Yang. "AIGC-empowered Innovation in Ideological and Political Education of Python Programming Courses." Education Reform and Development 7, no. 5 (2025): 47–52. https://doi.org/10.26689/erd.v7i5.10602.

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In the intelligent era, the Python programming course has become increasingly important in college education. To achieve the goal of cultivating people with moral integrity and make use of the new opportunities brought by Generative Artificial Intelligence (AIGC) to education and teaching, this paper mainly introduces the active exploration of using AIGC to empower the ideological and political education construction of the Python programming course. It gradually delves into the integration of ideological and political elements from a macroscopic perspective, elaborates on the process and meth

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Laskov, Lasko M. "Introduction to Computer Programming Through a System of Tasks." Mathematics and Informatics LXIV, no. 6 (2021): 634–49. http://dx.doi.org/10.53656/math2021-6-7-int.

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Computer programming is a fundamental discipline in many academic programs, especially in the fields of informatics, applied mathematics, physics, and engineering. Despite its popularity, computer programming courses does not possess a widely-accepted methodology for its structure, and because of this reason, even introductory courses highly differ in their curriculum, approach, complexity, and even technical background. In this paper we propose a methodology for introductory computer programming course structure definition that is based on the concept of notion formation through a system of t

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Charlton, John P., and Paul E. Birkett. "Psychological Characteristics of Students Taking Programming-Oriented and Applications-Oriented Computing Courses." Journal of Educational Computing Research 18, no. 2 (1998): 163–82. http://dx.doi.org/10.2190/pv8x-jm1b-g9hk-um2y.

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The characteristics of students taking programming-oriented and applications-oriented higher education courses are compared. Relative to the latter students, the former students' personalities are shown to be of a more schizoid nature, this providing an explanation of these students' greater computer engagement, programming experience and computing aptitude, at least as far as males are concerned. The extent to which programming experience is accumulated by females is concluded to be a major factor explaining the greater gender imbalance in enrolment on the programming-oriented course. Psychom

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Yusoff, M., A. M. Saharudin, H. Haron, and A. A. Wahab. "Neuro Linguistic Programming Adoption in Teaching Programming Course: A Review." Advanced Science Letters 24, no. 11 (2018): 8186–89. http://dx.doi.org/10.1166/asl.2018.12520.

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Chandra, Kailash. "A set of programming projects for a second programming course." ACM SIGCSE Bulletin 25, no. 2 (1993): 51–56. http://dx.doi.org/10.1145/152751.152763.

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Malik, Sohail Iqbal, Ragad Tawafak, Ghaliya Alfarsi, Mohammed Waseem Ashfaque, and Roy Mathew. "A Model for Enhancing Algorithmic Thinking in Programming Education using PAAM." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 09 (2021): 37. http://dx.doi.org/10.3991/ijim.v15i09.20617.

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Most novice programmers consider learning to program as a difficult and challenging field of study for them. As a result, high dropout and failure rates in programming one courses reported. One of the reasons is that most programming (1) courses don’t give equal attention to syntax and semantics of programming language and algorithmic thinking. In this study, a web application based on Problem Analysis and Algorithmic Model (PAAM) was prepared and acquainted in the programming (1) course. The application focuses on problem analysis and algorithmic thinking. The influence on genders' opinion af

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Dela Rosa, Aaron Paul. "Exploring Students' Adoption of Canvas Learning Management System in Programming at a State University in the Philippines: A Technology Acceptance Perspective." International Journal of Computing Sciences Research 7 (January 1, 2023): 2287–95. http://dx.doi.org/10.25147/ijcsr.2017.001.1.161.

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Purpose – Learning management systems (LMSs) became more prominent during the Coronavirus Disease 2019 (COVID-19) pandemic. Universities around the globe find the best solutions and which LMS is the best to deliver their education. This study determined the technology acceptance of using Canvas LMS Free for Teachers in delivering a programming course. Method – A descriptive survey method was implemented in this study on the students of Bulacan State University, a state university in the Philippines, who are taking Bachelor of Science in Information Technology (BSIT). Web Systems and Technologi

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Quah, Wei Boon, Noraini Mohd Banua, and Zulhana Zulkifle. "Game-based learning for basic programming courses: Discover students’ attitudes and interests." Journal of ICT in Education 10, no. 1 (2023): 14–24. http://dx.doi.org/10.37134/jictie.vol10.1.2.2023.

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The basic programming course is one of the challenging, difficult, and complex courses for community college students at Kedah State. In this course, students must know the basic concepts and structures as well as the basic syntax of computer programming. The challenge is that students are less interested in learning theoretically and have difficulty creating programming code to solve simple programming problems. In this study, three objectives are pursued: (i) to determine students' attitudes toward the basic programming course, (ii) to determine students' interest in using the C# VENTURE app

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Gill, Grandon, and Carolyn F. Holton. "A Self-Paced Introductory Programming Course." Journal of Information Technology Education: Research 5 (2006): 095–105. http://dx.doi.org/10.28945/236.

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Kaila, Erkki, Einari Kurvinen, Erno Lokkila, and Mikko-Jussi Laakso. "Redesigning an Object-Oriented Programming Course." ACM Transactions on Computing Education 16, no. 4 (2016): 1–21. http://dx.doi.org/10.1145/2906362.

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Kubben, PieterL. "Programming for physicians: A crash course." Surgical Neurology International 6, no. 1 (2015): 15. http://dx.doi.org/10.4103/2152-7806.150460.

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Chan, Grace. "SAS Programming: The One-Day Course." American Statistician 58, no. 3 (2004): 260. http://dx.doi.org/10.1198/tas.2004.s16.

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Trenary, Robert. "A project centered programming language course." ACM SIGCSE Bulletin 19, no. 1 (1987): 67–69. http://dx.doi.org/10.1145/31726.31736.

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Lau, Kung-Kiu, Vicky J. Bush, and Pete J. Jinks. "Towards an introductory formal programming course." ACM SIGCSE Bulletin 26, no. 1 (1994): 121–25. http://dx.doi.org/10.1145/191033.191079.

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Briggs, J. S. "Teaching programming to conversion course students." ACM SIGCSE Bulletin 21, no. 4 (1989): 43–51. http://dx.doi.org/10.1145/74091.74101.

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Velázquez-Iturbide, J. Ángel. "A programming languages course for freshmen." ACM SIGCSE Bulletin 37, no. 3 (2005): 271–75. http://dx.doi.org/10.1145/1151954.1067519.

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Kumar, Amruth N. "Projects in the programming languages course." ACM SIGCSE Bulletin 37, no. 3 (2005): 395. http://dx.doi.org/10.1145/1151954.1067598.

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Jones, Leslie B., and Britney J. Hopkins. "Teaching a Course in Mathematical Programming." PRIMUS 30, no. 5 (2019): 571–600. http://dx.doi.org/10.1080/10511970.2019.1619207.

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Pillay, Nelishia. "A first course in genetic programming." ACM SIGCSE Bulletin 36, no. 4 (2004): 93–96. http://dx.doi.org/10.1145/1041624.1041667.

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Malik, Sohail Iqbal, Mohammed Waseem Ashfaque, Roy Mathew, Jasiya Jabbar, Rim Salim Al-Nuaimi, and Abir Alsideiri. "Fostering the Learning Process in a Programming Course With a Chatbot." International Journal of Online Pedagogy and Course Design 12, no. 1 (2022): 1–17. http://dx.doi.org/10.4018/ijopcd.306686.

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Novice programmers have to focus and learn different programming skills in programming 1 course at the same time. Therefore, they need more support to answer their queries related to the programming domain. This study developed and offered a chatbot in programming 1 course. The chatbot focuses on course details, fundamental programming concepts, and common programming errors. The perception of programming 1 students and instructors regarding the chatbot in programming education were collected through the survey and focus group respectively. The results of the students’ survey revealed that the

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Roque Hernández, Ramón Ventura, Sergio Armando Guerra Moya, and Frida Carmina Caballero Rico. "Acceptance and Assessment in Student Pair-Programming: A Case Study." International Journal of Emerging Technologies in Learning (iJET) 16, no. 09 (2021): 4. http://dx.doi.org/10.3991/ijet.v16i09.18693.

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This study analyzes pair programming's acceptance and assessment in the university setting considering participants' gender, previous programming ex-perience, and programming enjoyment. The sample included 80 students from three different sections enrolled in a basic programming course. We used a questionnaire to collect data after the pair programming practices. For data analysis, we used SPSS 24, and Mann-Whitney, Kruskal-Wallis, and Jonckheere-Terpstra statistical techniques. Descriptive and comparative re-sults showed a significant increasing monotonic trend in the acceptance of pair progr

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