2026 ASEE Annual Conference & Exposition

In this study, I evaluate the impact of two teaching strategies on students' social problem-solving styles in an introduction to programming class. The hypothesis is that using a teaching strategy in a course full of well-defined, closed-ended problems (with a clear beginning and end), within a failure-safe learning environment—one that includes flexible due dates and access to possible solutions—could help students develop better skills for dealing with open-ended problems. In the Spring and Fall of 2022, the teaching style was strict: students had weekly assignments with firm due dates, and no published solutions were provided. Late submissions received penalties or a zero. In contrast, the Spring and Fall of 2023 followed a more flexible approach, where students could submit assignments at their convenience, and solutions were made available to support their learning. To assess students’ problem-solving styles, I used the Social Problem-Solving Inventory developed by Zurilla et al. (2009), which measures styles such as Avoidance, Impulsivity, Positive Problem Orientation, and Rational Problem Solving. It’s essential to note that the survey items are not specifically tailored to programming. Students completed the survey during the first week of class (pre-test) and again at the end of the semester (post-test). Preliminary results suggest that, in the context of an introductory programming course focused on well-defined problems, the strict teaching approach may have had a more positive impact on students’ social problem-solving styles than the flexible approach.