2026 ASEE Annual Conference & Exposition

Understanding Programming Misconceptions: A Study of First-Year Intermediate Students in Pakistan

Presented at Computers in Education (CoED): Learning, Engagement & Inclusion (8 of 9) -- W108

Learning computer programming is often one of the most challenging experiences for first-year intermediate students in Pakistan. Many students enter programming courses with limited exposure to computational thinking, which can lead to the development of misconceptions and misunderstandings. These misconceptions often hinder students’ grasp of fundamental programming concepts such as variables, loops, conditionals, functions, and algorithms. While programming misconceptions have been extensively studied internationally, little research has explored how they emerge within the Pakistani education system, where differences in teaching methods, access to technology, and prior coding exposure may create unique learning challenges. Understanding these context-specific misconceptions is essential for designing effective, locally relevant teaching strategies.

This study employs a qualitative approach to explore the nature and causes of misconceptions among first-year intermediate computer science students in Pakistan. Data collection includes classroom observations and semi-structured interviews, providing in-depth qualitative insights into student learning. The research investigates not only the types of misconceptions students hold but also the underlying factors, such as reliance on rote memorization, difficulties with logic-based thinking, and limited opportunities for hands-on coding practice during secondary education. The population of the study consists of intermediate computer science students studying algorithms, flowcharts, and Python in a computer science class at a public college. By analyzing these context-specific challenges, the study aims to identify patterns that can inform targeted interventions in teaching and curriculum design.

Preliminary findings suggest that Pakistani students face unique barriers in programming education that affect their conceptual understanding and problem-solving abilities. The study highlights the potential benefits of concept-focused teaching strategies, teacher training programs, and the integration of interactive or visual programming tools to support student learning. These insights are expected to guide educators and curriculum developers in creating more effective instructional approaches that improve programming education outcomes and better prepare students for future studies and professional opportunities in computational fields.

Authors

Dua e Sehar Butt Islamabad Model College for Girls Korang Town Islamabad [biography]

My name is Dua, and I’m a first-year student (Grade 11) at Islamabad Model College for Girls Korang Town (IMCG), Islamabad, Pakistan. Having completed my matriculation recently, I’ve always been deeply interested in computer science—not just as a subject, but as a way of thinking. What fascinates me most is how differently every student’s brain works, and how one teaching approach can’t possibly fit everyone. While sitting in my programming class, I noticed that many of my classmates hold misconceptions about what programming really is. Some believe it requires an extraordinary talent or deep mathematical genius, while others see it as something boring or impossibly hard. That observation sparked a thought in me: what if the real problem isn’t programming itself, but how it’s being understood and taught?
Sabah-ud-din Waqar University of Oklahoma [biography]

Mr. Sabah ud din Waqar is a PhD student in Engineering Education at the University of Oklahoma. He holds an MS in Software Engineering and a bachelor's degree in Computer Science. His research focuses on the role of emotions in engineering education, particularly how emotional factors affect learning outcomes and student experiences. With over nine years of teaching experience in Pakistan, he has developed a strong interest in emotions in engineering learning and their impact on student engagement. He is also a certified emotional intelligence practitioner, working to enhance educational methodologies in engineering. Mr. Waqar is passionate about fostering a positive learning environment for engineering students.
Dr. Javeed Kittur http://orcid.org/0000-0001-6132-7304 The University of Oklahoma [biography]

Javeed Kittur is an Assistant Professor in the Engineering Pathways program at the University of Oklahoma and serves as the Co-Director of Research in the Honors College, bringing a global academic background that includes a Ph.D. in Engineering Education Systems and Design from Arizona State University. Prior to joining OU, he served as an Assistant Professor in Electrical and Electronics Engineering at KLE Technological University, India, and is a certified IUCEE International Engineering Educator and Associate Editor for the Journal of Engineering Education Transformations. Since 2022, he has mentored over 40 undergraduate engineering students, many of whom have published in leading conferences and journals, demonstrating his strong commitment to impactful student mentorship. His excellence in teaching and mentoring has been recognized with multiple prestigious awards, including the 2026 Provost's Distinguished First-Year Student Mentoring Program - Outstanding Mentor Award, 2025 Nancy L. Mergler Faculty Mentor Award, the 2025 Brandon H. Griffith Outstanding Faculty Member Award, and the 2024 SGA Outstanding Faculty Award. Dr. Kittur’s research advances engineering education through innovative, data-driven approaches, with a focus on generative AI integration, learning analytics, student retention, broadening participation, and holistic faculty development across cognitive, affective, and psychomotor domains.

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