Insights for Curriculum-Oriented Instruction of Programming Paradigms for Non-Computer Science Majors: Survey and Public Q&A Evidence

Abstract

This study examines how different programming paradigms are associated with learning experiences and cognitive challenges as encountered by non-computer science novice learners. Using a case-study approach situated within specific instructional contexts, we integrate survey data from undergraduate students with large-scale public question-and-answer data from Stack Overflow to explore paradigm-related difficulty patterns. Four instructional contexts—C, Java, Python, and Prolog—were examined as pedagogical instantiations of imperative, object-oriented, functional-style, and logic-based paradigms using text clustering, word embedding models, and interaction-informed complexity metrics. The analysis identifies distinct patterns of learning challenges across paradigmatic contexts, including difficulties related to low-level memory management in C-based instruction, abstraction and design reasoning in object-oriented contexts, inference-driven reasoning in Prolog-based instruction, and recursion-related challenges in functional-style programming tasks. Survey responses exhibit tendencies that are broadly consistent with patterns observed in public Q&A data, supporting the use of large-scale community-generated content as a complementary source for learner-centered educational analysis. Based on these findings, the study discusses paradigm-aware instructional implications for programming education tailored to non-major learners within comparable educational settings. The results provide empirical support for differentiated instructional approaches and offer evidence-informed insights relevant to curriculum-oriented teaching and future research on adaptive learning systems. © 2026 by the authors.