A Model Suggested for Programming Teaching: Programming in Seven Steps

Erümit, Kürşat Ali; Karal, Hasan; Şahin, Güven; Aksoy, Dilara Arzugül; Aksoy, Ayşegül; Benzer, Ali İhsan

doi:10.15390/eb.2018.7678

Cited by 10 publications

(8 citation statements)

References 43 publications

(41 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A study conducted by Cevahir and Ozdemir (2017) states that at the beginning, the factors that make learning programming difficult are deficiencies in analytical thinking, problem solving and mathematical thinking skills. In addition, programming tools, languages and writing rules are difficult to understand; in addition, the teaching methods that are used make learning programming difficult for students (Erümit et al, 2019). In this context, our study considered the advantages offered by AR-supported animations and the studied examples method for teaching.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning Programming

Cevahir¹,

Özdemir

Baturay

2022

Participatory Educational Research

View full text Add to dashboard Cite

This study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the "Nonequivalent Control Group Model", one of the quasiexperimental models. The participants consisted of second year students (N=94) who were taking the "Basics of Programming" course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the "Instructional Materials Motivation Survey" developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the "AR Attitude Scale" developed by Küçük, Yılmaz, Baydaş and Göktaş (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies.

show abstract

Section: Discussionmentioning

confidence: 99%

The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning Programming

Cevahir¹,

Özdemir

Baturay

2022

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…If the result of the computer programming self-efficacy is low, it is an alarm to the instructor to develop and execute the prevention plan to reduce the failure rates. Students may have different perception on programming either positive or negative and either difficult or easy (Erumit et al, 2019). This competency level perception in programming is define as selfefficacy (Erumit et al, 2019).…”

Section: Computer Programming Self-efficacymentioning

confidence: 99%

Revalidation on Computer Programming Self-Efficacy Scale using Fuzzy-Delphi Method Approach

Ismail¹,

Razak²

2022

IJARBSS

View full text Add to dashboard Cite

Computer programming self-efficacy is the tool to measure the students' competencies in programming either success or fail. It is important for the students in all over the world and in Malaysia because if the score is low, the students must work harder and find the solution or ways to learn programming effectively. Then, for the instructor, it can be the guideline to plan the teaching material and mechanism to deliver the subject. This research re-validates the computer programming self-efficacy that can be tailored to Malaysian students. This research was used the Fuzzy-Delphi Method that adopt the questionnaire in the literature. This questionnaire has five main item which are Logical Thinking, Cooperation, Algorithm, Control and Debug to measure the student's self-efficacy. The item in the questionnaire were re-validated by five programming experts in order to tailor the questionnaire in the Malaysia context. The findings of the research were the expert agreement on the acceptance of the item used in the questionnaire. The result shows all the experts agreed almost 100% of the item used.

show abstract

“…Studies in the literature suggest the use of different teaching approaches in coding teaching. One of these approaches is the coding approach with seven steps: understand the problem, devise a plan, compare the strategies, devise an algorithm, code the algorithm, identify and correct an error in a different code and prepare and code new algorithms (Erümit et al, 2019). Additionally, it is known that the use of self-regulation strategies (Çakıroğlu et al, 2018) in the problem-solving process (Han & Kim, 2016;Yağcı, 2018;Abdüsselam et al, 2021) is also an essential part of the coding process.…”

Section: Introductionmentioning

confidence: 99%

Examination of the Transitions between Modal Representations in Coding Training

Abdüsselam

Güntepe

2021

IJCSES

View full text Add to dashboard Cite

This study aims to determine the perceptions of undergraduates, who are receiving coding training in a faculty of education, on modal representations employed in the training process and identify their transition skills between representations. The research used the quantity search method, non-experimental design, and descriptive search models, calculating the obtained data frequencies by numerical analysis. The study was carried out with the participation of 58 undergraduates in the Computer and Instructional Technology Department of an education faculty in the 2018-2019 academic year. The representational skill-testing used in the study consists of 12 open-ended questions developed by the researchers. The reliability of the test was calculated as .96 with the Pearson product-moment correlation coefficient value. Transitions between the representation of mathematics, verbal, flowchart, and code were rankly listed in the test, which was applied in a single session. The obtained data were scored with a grading key and undergraduate achievement was assessed according to the transition between representations. The analysis has revealed that representation transition skills may differ from each other and that coding training, which takes into account these transition skills, should be carried out with flow chart, verbal, mathematical and ultimately code representations, respectively.

show abstract

A Model Suggested for Programming Teaching: Programming in Seven Steps

Cited by 10 publications

References 43 publications

The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning Programming

The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning Programming

Revalidation on Computer Programming Self-Efficacy Scale using Fuzzy-Delphi Method Approach

Examination of the Transitions between Modal Representations in Coding Training

Contact Info

Product

Resources

About