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 215 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. CACM June, 1979 Lemos, R. Structured walk-throughs, Cobol programming, teaching of programming, testing programming proficiency 3.51 1.52 2.42 4.22 CA790601 DH August 21, 1979 3:19 PM 3145 4 3145 2887 5 3145 3145 5 3145 3145 5 3145 3145 5 3145