Students’ Understanding of Loops and Nested Loops in Computer Programming: An APOS Theory Perspective

Çetin, İbrahim

doi:10.1080/14926156.2015.1014075

Cited by 37 publications

(20 citation statements)

References 29 publications

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“…The low-ability subjects at the stage of action are also able to determine the 3×3 rank matrix, but in determining the determinant was done using the Sarrus rules. This point supports the research finding [6] which state that APOS theory is an useful framework to test the students' understanding.…”

Section: Discussionsupporting

confidence: 89%

“…APOS is a constructivist theory developed for mathematics education and can be used to analyze the students' mental constructions in learning mathematical concepts [6]- [8]. The suitability of intervention given by the lecturers with the students' thinking process in understanding the mathematical concepts can be done through the application of APOS stages [9].…”

Section: Introductionmentioning

confidence: 99%

“…Several studies on the application of APOS theory have been conducted. One of them reveals that the theory of APOS is a very useful framework to test the understanding of engineering students about a topic which associated with loop and nested loops [6]. The student's ability in the proof of abstract algebra increased significantly through the application of APOS [15].…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Studentsr Understanding for the Concept of Matrix Rank Based on APOS Theory

Inganah¹

2018

Proceedings of the 5th International Conference on Community Development (AMCA 2018)

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This current research aimed to explore the students' level in understanding in the concept of matrix rank based on the APOS (Action, Process, Object, and Schema) theoretical framework. Qualitative approach and exploratory type were employed. The subjects in this research were the students of mathematics department which consist of 48 people. The first data was collected by giving the assignment about matrix rank to 48 students. Then based on the result of the assignment, in-depth interviews was employed to 6 students to collect more data. The results showed that the level of students' understanding in the concept of matrix rank lies at the four stages of the APOS theory framework.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Analysis of Studentsr Understanding for the Concept of Matrix Rank Based on APOS Theory

Inganah¹

2018

Proceedings of the 5th International Conference on Community Development (AMCA 2018)

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“…Errors, in this model, occur when a schema is applied in an unfamiliar context or modified in a way that reveals a flaw in the learner's understanding of the elements that compose the schema [38,40,41]. After a break in the 90's, the idea has seen increased interest, with new work using schema theory to identify complex tasks or particularly difficult elements of courses, much like the work in data mining [42,43,44].…”

Section: Code and Conceptual Complexitymentioning

confidence: 99%

Code Complexity in Introductory Programming Courses

Ihantola¹,

Petersen²

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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Instructors of introductory programming courses would benefit from having a metric for evaluating the sophistication of student code. Since introductory programming courses pack a wide spectrum of topics in a short timeframe, student code changes quickly, raising questions of whether existing software complexity metrics effectively reflect student growth as reflected in their code. We investigate code produced by over 800 students in two different Python-based CS1 courses to determine if frequently used code quality and complexity metrics (e.g., cyclomatic and Halstead complexities) or metrics based on length and syntactic complexity are more effective as a heuristic for gauging students' progress through a course. We conclude that the traditional metrics do not correlate well with time passed in the course. In contrast, metrics based on syntactic complexity and solution size correlate strongly with time in the course, suggesting that they may be more appropriate for evaluating how student code evolves in a course context.

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“…[19], results showed that the main result of this study is that the proof ability of students' in the APOS group is significantly better than student in TRAD group, so it is strongly suggested to apply APOS theory in Abstract Algebra course. [20], results showed that APOS theory is a useful framework for examining engineering students' understanding related to loops and nested loops. The results of this study have specific implications for researchers and practitioners when designing programming instruction.…”

Section: Introductionmentioning

confidence: 96%

Limit Learning With Apos Theory and Maple to Develop Mathematical Communication And Critical Thinking

Marsitin¹,

Sesanti²

2018

Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)

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The objective of the research is to develop limit learning module with APOS theory and maple to develop mathematic communication and critical thinking. This research is a development research with Richey & Klein design and Dick & Carey model. The study was conducted at the University of Kanjuruhan Malang on mathematics education students who took the calculus course. This development research produces instructional materials in the form of limit learning modules with the theory of APOS and maple on the limit material. The validation of the module includes material, learning and design. Research trials were conducted on small groups and large groups. The result of the experiment showed the achievement , % for lecturer observation, , % for student observation, lecturer response %, student response , %, mathematical communication skill , % and critical thinking %. It can be concluded from this study that the learning of limits with APOS theory and maple provide practicality, effective and proper to be used in limit learning so that it can develop mathematical communication and critical thinking.

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Students’ Understanding of Loops and Nested Loops in Computer Programming: An APOS Theory Perspective

Cited by 37 publications

References 29 publications

Analysis of Studentsr Understanding for the Concept of Matrix Rank Based on APOS Theory

Analysis of Studentsr Understanding for the Concept of Matrix Rank Based on APOS Theory

Code Complexity in Introductory Programming Courses

Limit Learning With Apos Theory and Maple to Develop Mathematical Communication And Critical Thinking

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