Research on computer programming suggests that novice programmers possess inert knowledge when trying to solve programming problems. Moreover, research on teaching and learning computer programming indicates that offering appropriate conceptual models of computer programming concepts to novice programmers enhances their mental models and reduces their misconceptions in computer programming. The purpose of this study was to examine the effectiveness of a problem analysis learning model of computer programming to help novice programmers overcome their inert knowledge and learn a programming language;The problem analysis learning model combines a conceptual model and a holistic instructional approach for computer programming instruction. The conceptual component of the problem analysis model includes several computer simulations of database concepts. The purpose of the conceptual component of the problem analysis model is to offer students an opportunity to manipulate data in the computer simulations before formal instruction in order to help them construct their own knowledge of basic database concepts. The purpose of the holistic component of the problem analysis learning model is to help students integrate their programming knowledge to solve database problems. The holistic approach includes a four-step process that consists of problem introduction, problem diagnosis, learning activities, and database assignments;This study involved 100 inservice teachers enrolled in a basic computer programming workshop at The Institute for Secondary Schools Teachers in Taiwan (ISST). The teachers were randomly assigned to one of the two workshops conducted in this study (43 teachers in the control group and 53 teachers in the experimental group). Each workshop consisted of 36 hours of instruction over five days. Three subjects were taught in each workshop: basic computer concepts (BCC), Chinese word processing, and database activities;The results indicated that the problem analysis learning model helped the participants develop more complete mental models of basic database concepts. Moreover, the participants in the problem analysis learning model developed better database programming skills than those in the traditional computer programming workshop;The results of this study may provide a useful conceptual framework for the design of a computer programming course for teachers. Due to the results of this study, computer practitioners/teachers may re-organize their instructional methods used with existing content materials to enhance student learning in computer programming. Future researchers may use the problem analysis model as a foundation to explore learning in other subjects. Moreover, researchers could examine parts of this model in greater detail to identify specific items or procedures that contribute to student learning. Finally, this research study also provides a workshop structure to help inservice teachers increase their computing proficiency, and it may assist institutions in organizing their training programs.