Programmed instruction versus meaningful learning theory in teaching basic structured query language (SQL) in computer lesson

Efendioğlu, Akın; Yelken, Tuğba Yanpar

doi:10.1016/j.compedu.2010.05.026

Cited by 14 publications

(9 citation statements)

References 58 publications

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“…First, Skinner's Programmed Instruction Model proposes that learners should actively participate in the learning process, they should progress according to their individual learning speed, and learning outcomes should be immediately checked (Hızal, 1976;Külahçı, 1985;Yaşar, 2005;Efendioğlu & Yelken, 2010; cited in Berk, 2012). The second is Carroll's (1989) Model of School Learning, which asserts that learners will attain a specified learning level when the needed learning time and additional learning opportunities are provided.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

Berk¹

2018

JEL

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Using the participants-oriented approach, this study evaluated public schools’ out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom’s Mastery Learning Model and offered outside formal education’s weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students attending programs, 110 students not attending programs, and 61 parents, all selected through random sampling in a survey-model study in Istanbul, Turkey. Partial findings were the following. According to principals and teachers, programs were sufficiently introduced to target groups. Satisfaction of attending students with the teaching—learning process was sufficient, and students believed program participation increased their success in regular classes. However, program functioning presented some problems. Administrators and teachers think the no-cost programs resulted in lack of interest among students. In addition, problems of materials and transportation have not been completely solved. Similarly, offered classes and lessons’ content organization fall short of expectations. In conclusion, out-of-school time academic support programs play important roles in reducing differences among learning levels based on individual characteristics in collective or formal learning. Still, student needs should be fulfilled, and programs should be maintained. Further studies should be conducted on these programs’ integration into formal education.

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Section: Introductionmentioning

confidence: 99%

Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

Berk¹

2018

JEL

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“…Research repeatedly confirms the value of systematic and structured approaches to learning and that such approaches are easily delivered in online environments (Sosa, Berger, Saw, & Mary, 2011). Efendiogla and Yelken (2010) reported that computer-based PI was more effective in facilitating academic achievement in preservice teachers than was an instructional approached focused on meaningful learning. Barrow, Markman, and Rouse (2008) confirmed the superiority of CAI in secondary school algebra learning.…”

Section: Behaviourism Applied To Interactive Learning Environmentsmentioning

confidence: 83%

The ecology of interactive learning environments: situating traditional theory

Johnson

2012

Interactive Learning Environments

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“…As computers are used extensively across all levels in education, and students are exposed to technology earlier, researchers have started to use and cite CAMYS (Borhani, Vatanparast, Abbaszadeh, & Seyfadini, 2012;Bujak, Radu, MacIntyre, Catrambone, Zheng, & Golubski, 2013;Efendioglu, 2012;Efendioglu & Yelken, 2010;Hu, Lu, & Huang, 2010;Lee, 2011;Milic & Skoric, 2012;Yuksel, 2012;Zschocke, Beniest, Yayé, & Chakeredza, 2013). Each study is briefly considered in turn.…”

Section: Studies Using Camysmentioning

confidence: 99%

“…The authors cited Teo and Noyes (2008) to support their argument by indicating how positive or negative attitudinal interactions with computers can have an effect on mastering some skills. Efendioglu (2012) and Efendioglu and Yelken (2010) illustrated how meaningful learning environments increased students' positive attitudes toward computer-based education. Yuksel (2012) examined attitudes of computer trainees aging from 15 to 65 who were attending a community education center and found significant differences with respect to respondents' educational level, experience with computer and computer ownership.…”

Section: Studies Using Camysmentioning

confidence: 99%

Validation and Measurement Invariance of the Computer Attitude Measure for Young Students (Camys)

Asil

Teo

Noyes

2014

Journal of Educational Computing Research

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Students' attitudes toward technology, especially computers, play a key role in the effective integration of Information and Communication Technologies (ICT). Although numerous attitude scales have been developed to measure attitude toward computers, we found only a few instruments designed for young students aged 11-13 years. Among these attitude scales, the Computer Attitude Measure for Young Students (CAMYS) scale was developed specifically for use on young students. In this study, we examine whether CAMYS is still a valid and relevant instrument given the exponential changes in computer systems. Confirmatory factor analyses (CFA) and measurement invariance analyses across gender on sub-samples for cross validation were performed. Positive computer attitudes among the students were observed. The CFA results confirmed the existence of three separate factors: perceived ease of use (PEU), affect toward computer (ATC), and perceived usefulness (PU). The revised model was found to have a good fit and to show invariance across gender. We concluded that future research could use the revised scale for measuring computer attitudes of young students with confidence.

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Programmed instruction versus meaningful learning theory in teaching basic structured query language (SQL) in computer lesson

Cited by 14 publications

References 58 publications

Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

Assessment of Public Schools’ Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

The ecology of interactive learning environments: situating traditional theory

Validation and Measurement Invariance of the Computer Attitude Measure for Young Students (Camys)

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