The primary purpose of this study was to analyze different perceptions displayed by novice programmers in the C++ programming language, and determine if modularization ability could be improved by an instructional treatment that concentrated on solving computer programs from previously existing modules. This study attempted to answer the following questions: (1) Did the treatment emphasizing practice in building programs from previously written modules improve the decomposition processes of novice programmers and, hence, programming performance? (2) Did low-and high-performing groups display any significant differences in perceptions? Three classes were selected at random from six classes over two semesters: two classes for the treatment group, and the third for the control group. Students were divided into a low-performing group and a high-performing group, based upon total scores in the first C++ programming language course as well as on calculus. A comparison of 65 perception-responses from the questionnaires of the two groups indicated several statistical differences. Low-performing students improved their ability to divide problem into sub-problems. Pearson correlation calculations indicated that excitement and satisfaction were highly correlated (75.2%); patience and persistence were necessary factors for improvement; and logical thinking and problem solving were also strongly correlated (87.7%). Although statistical tests reported significance between pretest and posttest, meta-cognitive factors played a role in the problem-solving activities and different perceptions that low and high-performing students displayed. (Contains 9 tables.)