Relationship Between Cognitive Learning Style and Achievement in an Introductory Computer Programming Course

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Abstract
In an exploratory study, the relationship between the cognitive style (reflection-impulsivity) and achievement in an introductory programming course in high school was studied. Reflectives were found to be superior to impulsives in their scores on a program comprehension test. No significant differences were found in scores on a test measuring factual knowledge of programming language features and syntax. These results suggest that a reflective strategy facilitates the development of templates: schema’s representing patterns of code associated with specific programming problems. It is hypothesized that instructional materials not concentrating on the writing of programs but on the reading, modification, and amplification of programs may force impulsives into a more reflective strategy, resulting in better achievement.