My recent experience as a Group Leader during the 15th International Conference Society for Information Technology & Teacher Education was very rewarding. It has helped me tremendously develop as a scholar in Computer Education and the teaching of Mathematics in Higher Education. As a facilitator and a group leader, I met many colleagues from numerous institutions throughout the United States, Asia, Europe, and Canada. Also, at this conference I quickly learned to bridge different areas of modularization process within OOP (Object Oriented Programming) and OOD (Object Oriented Design) in programming language. The best part of this experience was the overwhelming appreciation I received from other researchers for my article “Perceptions Displayed by Novice Programmers When Exploring the Relationship Between Modularization Ability and Performance in the C++ Programming Language,” that appeared in the Journal of Computers in Mathematics and Science Teaching. I had developed a questionnaire to promote a better understanding of modularization that novice programmers hold for problem solving activities in c++. Of particular interest was the interaction that two novice programmers could provide in a programming environment to evaluate possible strategies before pursuing a specific course of action, thus permitting greater monitoring of progress. In brief the results of this study highlight the importance of meta-cognitive factors such as confidence and persistence in the teaching of modularization as a problem-solving strategy whose value is particularly significant in computer programming education.