Methodologies for teaching new programming languages: A case study teaching LISP

A primary aim of computing degrees is to produce graduates with general programming skills, the ,ability to program in several programming languages, and the ability to learn new programming languages. In this paper, two approaches to teaching a programming language are identified: "start small", where students begin writing small pieces of code from scratch; and "code provided", where students are given existing code to modify and extend. Each approach has been used for teaching introductory programming, and for teaching subsequent additional programming languages. This paper reports on a case study involving the teaching of LISP programming. The class was divided into two groups and given different assignments, in accordance with the two approaches, for their first two assignments. A common third assignment, and a LISP programming question on the exam: Were used to compare the impact of the assignment-based teaching methodology on student programming skills in the new programming language. The teaching methodology was found to have no significant effect on student programming outcomes, with performance in a core prerequisite programming subject being the only predictor. In addition to the presentation of the details of the study and the results, comments from student surveys, and ethical and logistical issues in undertaking such a study, are presented and discussed.