View in EDS

The Influence of Programming Skills on Learning and Study Strategies.

Saved in:
Bibliographic Details
Title: The Influence of Programming Skills on Learning and Study Strategies.
Language: English
Authors: Jang, Younghee
Peer Reviewed: N
Page Count: 42
Publication Date: 1993
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Anxiety, Calculus, College Students, Comparative Testing, Control Groups, Experimental Groups, Higher Education, Learning Strategies, Mathematics Achievement, Problem Solving, Programing, Student Attitudes, Student Motivation, Study Habits, Study Skills, Transfer of Training
Abstract: The relationship between learning to program at a construct level and learning and study strategies was studied for college students enrolled in a beginning Pascal programing course and a calculus course (four sections of the programing course and two of the mathematics course). For both the experimental group (n=42) and the first control group (n=51), the programing course consisted of 150 minutes of lecture and 150 minutes of laboratory each week. Both groups were given instruction in programing and Pascal, but only the experimental group was taught the loop and nested loop constructs and the corresponding Pascal codes whose outputs embodied the combination and intersection schema of Piaget. The second control group (n=38) was given instruction in calculus with 200 minutes of lecture per week for 7 weeks. The 77-item Learning Strategies and Study Skills Test, a transfer test, and an achievement test were used. Results show significant effects of learning and study strategies on the learning of complex programing constructs. A greater degree of programing skills increased the capability of selecting main ideas, but had no effect on transfer of programing skills to solving analogous problems in other domains. Results also indicate that learning complex programing constructs led to greater levels of anxiety, but had no effect on other affective factors of motivation, attitude, and concentration. Six tables present study findings. Contains 33 references. (SLD)
Entry Date: 1993
Accession Number: ED358170
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED358170
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED358170
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Influence of Programming Skills on Learning and Study Strategies.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jang%2C+Younghee%22">Jang, Younghee</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 42
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1993
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Calculus%22">Calculus</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Testing%22">Comparative Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Programing%22">Programing</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Habits%22">Study Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Skills%22">Study Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The relationship between learning to program at a construct level and learning and study strategies was studied for college students enrolled in a beginning Pascal programing course and a calculus course (four sections of the programing course and two of the mathematics course). For both the experimental group (n=42) and the first control group (n=51), the programing course consisted of 150 minutes of lecture and 150 minutes of laboratory each week. Both groups were given instruction in programing and Pascal, but only the experimental group was taught the loop and nested loop constructs and the corresponding Pascal codes whose outputs embodied the combination and intersection schema of Piaget. The second control group (n=38) was given instruction in calculus with 200 minutes of lecture per week for 7 weeks. The 77-item Learning Strategies and Study Skills Test, a transfer test, and an achievement test were used. Results show significant effects of learning and study strategies on the learning of complex programing constructs. A greater degree of programing skills increased the capability of selecting main ideas, but had no effect on transfer of programing skills to solving analogous problems in other domains. Results also indicate that learning complex programing constructs led to greater levels of anxiety, but had no effect on other affective factors of motivation, attitude, and concentration. Six tables present study findings. Contains 33 references. (SLD)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1993
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED358170
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED358170
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 42
    Subjects:
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Calculus
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Comparative Testing
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Programing
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Study Habits
        Type: general
      – SubjectFull: Study Skills
        Type: general
      – SubjectFull: Transfer of Training
        Type: general
    Titles:
      – TitleFull: The Influence of Programming Skills on Learning and Study Strategies.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jang, Younghee
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1993
ResultId 1