Affiliation:
1. Computer Science Department, North Carolina State University, Raleigh, North Carolina
Abstract
With the diversity of high-level programming languages available, selecting the “right” one for a computer science curriculum or course can be a befuddling process. For a multitude of reasons, such as the manner in which students approach problems to the utilization of scarce computing resources, the ramifications of a decision on the choice of a programming language are significant throughout a computer science curriculum. The purpose of this paper is to provide information relevant to the selection process. Particular attention is given to COBOL, FORTRAN, Pascal, PL-1, and Snobol; both qualitative and quantitative factors are considered. The quantitative results were obtained from processing a binary tree insertion and retrieval algorithm in each language. The machine resources used for this algorithm are given for both interpreter and compiler versions of translators for each language.
Publisher
Association for Computing Machinery (ACM)
Cited by
4 articles.
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1. Dual-Modality Instruction and Learning;Proceedings of the 51st ACM Technical Symposium on Computer Science Education;2020-02-26
2. The History of Computer Language Selection;IFIP Advances in Information and Communication Technology;2012
3. Criteria for the selection of a programming language for introductory courses;International Journal of Knowledge and Learning;2006
4. Ada in CS1;ACM SIGCSE Bulletin;1989-02