As software becomes more and more complex due to increased number of module size, procedure size, and branching complexity, software maintenance costs are often on the increase. Consider a software such as Windows 2000 operating systems with over 29 million lines of code (LOC), 480,000 pages if printed, a stack of paper 161 feet high, estimate of 63,000 bugs in the software when it was first released [1] and with over 1000 developers, there is no doubt that such a large and complex software will require large amount of money (in US Dollars), social and environmental factors to maintain it. It has been estimated that over 70% of the total costs of software development process is expended on maintenance after the software has been delivered. This paper studies the relationship between software complexity and maintenance cost, the factors responsible for software complexity and why maintenance costs increase with software complexity. Some data collected on Windows, Debian Linux, and Linux Kernel operating systems were used. The results of our findings show that there is a strong correlation between software complexity and maintenance costs. That is, as lines of code increase, the software becomes more complex and more bugs may be introduced, and hence the cost of maintaining software increases.

Software is pervasive in modern society, but we are often unaware of its presence until problems arise. Software is one of the most important and yet one of the most economically challenging techniques of this era. As a purely intellectual product, it is among the most labor-intensive, complex, and error-prone technologies in human history. Until the 1970s, programmers were very meticulous in planning their code, rigorously checking code, providing detailed documentation, and exhaustive testing before the software is released to users. However, as computer became widespread, attitudes changed. Instead of meticulously planning code, the attitude of the average programmer today is possibly hacking sessions or writing any sloppy piece of code and the compiler will run diagonally, a situation called, "code and fix", where the programmer tried to fix errors one by one until the software compiled properly. As programs grew in size and complexity, the limits of this "code and fix" approach became evident. In this paper, we studied the various reasons why software fails. Our studies reveal that the major reasons why software fails are poor or no design at all, inadequate testing of codes, and attitudinal changes among programmers and other factors.

ABSTRACT:The concepts of structured and object-oriented programming methods are not relatively new but these approaches are still very much useful and relevant in today's programming paradigm. In this paper, we distinguish the features of structured programs from that of object oriented programs. Structured programming is a method of organizing and coding programs that can provide easy understanding and modification, whereas objectoriented programming (OOP) consists of a set of objects, which can vary dynamically, and which can execute by acting and reacting to each other, in much the same way that a real-world process proceeds (the interaction of realworld objects). An object-oriented approach makes programs more intuitive to design, faster to develop, more amenable to modifications, and easier to understand. With the traditional, procedural-oriented/structured programming, a program describes a series of steps to be performed (an algorithm). In the object-oriented view of programming, instead of programs consisting of sets of data loosely coupled to many different procedures, objectoriented programs consist of software modules called objects that encapsulate both data and processing while hiding their inner complexities from programmers and hence from other objects. @ JASEM Structured programming can be viewed as the pulling together, or synthesization of such ideas as program modularity and top down design, and the concrete representation of them at the program-coding level. It is a manner of coding and organizing programs that makes them easier to understand, to test and to modify. Results have demonstrated that employed together with other improved programming technologies, can lead to spectacular increases in programmer productivity and correspondingly spectacular decreases in the error rate of resultant code (Champeaux, 1990), and(Istatkova, 2001). Structured programming methodology tries to resolve the issues associated with unconditional transfers to enable programmers follow the logic of programs.

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This study focuses on fostering students' cognitive achievement using students-concept maps and demonstration in chemistry. A pre-test, post-test control groups 3 x 3 x 2 factorial design was employed. A total of two hundred and forty eight senior secondary two students drawn from three public secondary schools in Ogun state of Nigeria participated in the study. Stratified random sampling technique was used in drawing the schools. Intact classes of students were used for the study. Three research questions and three hypotheses guided the study. Treatment that lasted for four weeks involved teaching redox reaction concepts to experimental groups using students-directed concept mapping, demonstration while the control group was taught using lecture method. Test of Knowledge in Redox Reaction (TKRR) was the instrument for data collection. Mean and standard deviation were used to answer the research questions while the hypotheses were tested with Analysis of covariance (ANCOVA). Results revealed that there was significant difference in the cognitive achievement of students taught using students-directed concept mapping, demonstration and lecture method. Experimental groups' achievement was significantly better than those taught using lecture method. Also ability level is significant factor on students' cognitive achievement in Redox reaction. However, no significant difference was found on the effect of gender on cognitive achievement. Based on the findings, the use of students-directed concept mapping and demonstration strategies to foster cognitive achievement in difficult concept like Redox reaction in chemistry was recommended to chemistry teachers.