Comparing Elementary Students' Programming Success based on Programming Environment

Mladenović, Monika; Rosić, Marko; Mladenović, Saša

doi:10.5815/ijmecs.2016.08.01

Cited by 18 publications

(8 citation statements)

References 13 publications

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“…The pre-test results applied to decide whether the groups were equal showed that more than half of the students in both the control and experimental groups left the majority of the questions blank since they did not experience the focused mathematics objectives before. Therefore, instead considering the pre-test results, students' previous year's mathematics course grade (ranges from 0 to 100) was adopted as the indicator of their current academic achievement as recommended in the literature (Bacon and Bean, 2006;Mladenovi c et al, 2016). Due to the test variable is normally distributed within groups, and other assumptions are appropriate, t-test was conducted.…”

Section: Participants and Research Designmentioning

confidence: 99%

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

Çakıroğlu¹,

Güler²

2021

E-Learning and Digital Media

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This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

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Section: Participants and Research Designmentioning

confidence: 99%

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

Çakıroğlu¹,

Güler²

2021

E-Learning and Digital Media

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“…Learning to program in higher education is difficult because it requires problem-solving and higher-order thinking skills [29][30][31]. e difficulty of expressing the solution in a language understood by the computer is a barrier for novice students.…”

Section: Literature Reviewmentioning

confidence: 99%

A Study of First-Year Students’ Attitudes toward Programming in the Innovation in Educational Technology Course

Amnouychokanant

Boonlue

Chuathong

et al. 2021

Education Research International

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The purpose of this study was to investigate the relationship between students’ attitudes toward programming, gender, and learning performances. The survey used for measuring students’ attitudes toward programming consisted of 20 questions on a five-point Likert scale in five dimensions (meaningfulness, interest in programming, self-efficacy, creativity, and collaboration). Ninety freshmen who had basic programming experience by using block-based programming in the Innovation in Educational Technology course were asked to take the survey. The overall reliability of the survey was found to be 0.93. The results showed that there was no significant difference between male and female freshmen in attitude toward programming, but there was a significant difference among different learning performances in dimensions of interest in programming, self-efficacy, and creativity. We performed pairwise comparisons at the same level of significance by using Fisher’s least significant difference (LSD) method to test which group differs from the other groups. The results found that low-performing students’ attitudes toward programming in dimensions of interest in programming, self-efficacy, and creativity were the lowest of all types of students. This is a challenge for instructors in planning learning activities to encourage low-performing students to have a more positive attitude toward programming.

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“…Our previous research investigated the impact of using block-based and text-based programming languages and different programming contexts on programming success, motivation, and misconceptions [37][38][39][40][41]64]. Our other work will investigate the impact of using block-based programming languages as mediated transfer tools toward text-based programming languages on mastering basic programming concepts.…”

Section: Conclusion and Implications For Teaching And Future Researchmentioning

confidence: 99%

The impact of using program visualization techniques on learning basic programming concepts at the K–12 level

Mladenović

Žanko²,

Cuvic

2020

Comp Applic In Engineering

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Novices enrolled in introductory programming courses often face many difficulties. These difficulties are more emphasized when novices are K–12 students. Many new visual programming languages have primarily been designed to provide a smooth introduction to programming for children. However, at some point, a general‐purpose text‐based programming language should be used. A well‐known and studied method is to visualize program execution to assist novices in forming correct mental models. Although many studies have investigated the effects of using visualizations in teaching and learning, most of them focus on courses taught at the university level. Studies that focus on investigating the impact of program visualizations at the K–12 level are, to the best of our knowledge, scarce. Therefore, we investigated the impact of using program visualizations with a group of K–12 students. Because of the underrepresentation of girls in computer science and known gender stereotypes, we additionally investigated student performance based on gender. Our research included 98 fifth‐grade students from three elementary schools. The lectures in the experimental group included different visualization techniques, including a program visualization tool and PowerPoint animations, whereas the control group had no program visualizations. All students learned Python as part of their curriculum. We present the results of our research in this paper.

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Comparing Elementary Students' Programming Success based on Programming Environment

Cited by 18 publications

References 13 publications

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

A Study of First-Year Students’ Attitudes toward Programming in the Innovation in Educational Technology Course

The impact of using program visualization techniques on learning basic programming concepts at the K–12 level

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