3145	 An Implementation of Structured Walk-Throughs in Teaching Cobol Programming	 The effectiveness of structured walk-throughs in teaching introductory Cobol programming was empirically assessed with a sample of under-graduate business administration majors. Cobol proficiency was measured by a final examination testing a knowledge of language rules b ability to read and debug a program and c the ability to write a program. Analysis of multiple covariance was used to statistically adjust test scores for age and conditional reasoning scores. The findings provide empirical support for incorporating structured walk-throughs into the programming learning process more effectively develop student proficiency in writing Cobol programs. Structured walk-throughs Cobol programming teaching of programming testing programming proficiency
