Exploring the Relationship between Debugging Self-Efficacy and CASE Tools for Novice Troubleshooting

Novice software developers encounter pitfalls which evoke learning experiences that are more often frustrating than enlightening. Such experiences dampen their debugging self-efficacy, impacting their attainment and retention. Structured debugging using computer-aided software engineering (CASE) tools could help students overcome these obstacles. Unfortunately, students find such tools challenging to use because they tend to cater to the needs of experts rather than novices. This paper examines the relationship between debugging self-efficacy and CASE tools. The study challenged 66 undergraduate computing students to complete a small-scale troubleshooting task in C#, allocating them to one of three groups: those using a simplified tool for novices, others using an off-the-shelf tool, and those using no tool. Analysis shows significant differences between the groups (p = .02, <Formula format="inline"><TexMath><?TeX $\eta ^2_p=.32$?></TexMath><AltText>Math 1</AltText><File name="ukicer2024-21-inline1" type="svg"/></Formula>). Using an off-the-shelf tool tool decreases debugging self-efficacy (d = −2.5). There was no change in debugging self-efficacy when using the simplified tool. These findings suggest that educators should exercise caution when using off-the-shelf tools due to their impact on students’ debugging self-efficacy. Simplification appears to mitigate the negative effect but does not seem to offer any improvement.