A Methodology for Teaching Computer Programming: first year students’ perspective

Abstract-The purpose of this research study is to examine the impact of Computer Studies among teachers and students of secondary schools in Umuahia North Local Government Area of Abia State, especially as it affects the teaching and learning process. The authors adopted a descriptive survey design for this study using four research questions which were formulated based on the purpose of the research. The results of the study indicate that Computer Studies has positive impact in the teaching and learning process in secondary schools in Umuahia North Local Government Area of Abia State, Nigeria. From the findings, the computer literacy level of the students was found to be low while that of the teachers was slightly higher than that of the students. The results of the study also show that equipment and infrastructure such as computers and other information and communication technology (ICT) facilities are also needed in schools to facilitate the acquisition of basic computer skills among teachers and students in secondary schools and thereby increase their computer literacy level.

Section: Recommendationssupporting

confidence: 80%

Computer Studies and Its impact in Secondary Schools in Umuahia-North Local Government Area of Abia State, Nigeria

Eme¹,

Emmanuel²,

Ernest³

2015

“…Despite the power of computer-based learning, research by Chou and colleagues has shown the importance of face-to-face teaching, and the importance of evaluating combinations of learning methods [10]. There are also numerous studies on the commuter-based learning for computing areas such as open source [11], computer programming [12], web learning [13] and so forth. Much research has been conducted on different forms of web-based learning such as e-learning [14], and effectiveness of MOODLE [15].…”

Section: Related Work In Mindfulness Traningmentioning

confidence: 99%

Examining Mindfulness in Education

Karunananda¹,

Goldin²,

Talagala³

2016

Abstract-Despite the availability of numerous learning opportunities ranging from face-to-face to computerbased learning, there is need for better understanding of how to support the development of cognitive skills in students. Research has shown that cultivation of mindfulness skills help to develop cognitive skills such as retention, thinking, problem solving, and emotional balance. However, there is only limited research on the effect of mindfulness training in educational settings. We examined cognitive abilities of university students as identified in Bloom"s taxonomy and mindfulness skills during a single traditional face-to-face class room session. We hypothesized that mindfulness is a specific cognitive ability that supports the development of other cognitive skills. This pilot study included 148 students from undergraduate and postgraduate programs at two universities in Sri Lanka. The study assessed cognitive abilities, including retention, thinking, out-of-the-box thinking, note-taking and mindfulness at the end of a onehour lecture. The results showed that students" selfreported mindfulness following a lecture was significantly lower than other cognitive abilities. These results suggest conducting a more formal controlled experiment to investigate the effect of mindfulness training in education.

“…So, teachers are always looking for effective teaching methods to enhance student motivation, problem solving and metacognitive skills in learning programming. Notably, there has been much research done on how to teach programming courses in interesting and effective ways to novices [14,18,19,20,21,22]. However, those proponents accepted that "formal lectures are not a useful way of teaching programming" [10,23].…”

Section: Introductionmentioning

confidence: 99%

The Impact of Lecture Attendance on Exams for Novice Programming Students

Veerasamy¹,

D'Souza²,

Lindén³

et al. 2016

Abstract-In this paper, the correlation between lecture attendance and assessment tasks on final exam performance of introductory programming students has been analyzed to identify if lecture attendance, and completion of in-class and take home formative assessment tasks affects student performance in the final examination. In this study, only lecture attendance, homework exercises and class demonstration scores, and final exam marks have been considered. This study used Spearman's Rank correlation coefficient and multiple regression techniques via SPSS software to analyze the student data of the academic years 2012, 2013 and 2014 of an introductory programming course to test the hypotheses. It is found that, there is a significant correlation between homework exercises and final exam scores. However, formal lecture attendance and final exam performance were negatively correlated. Moreover, multiple regression results of assessment tasks such as homework exercises, class activities and lecture attendance on final exam scores, did not provide any significant value to support the statement "Marks achieved in homework, class demonstrations, and lecture attendance, have a significant positive impact on final examination results".