The relationship of problem-solving ability and course performance among novice programmers

Nowaczyk, Ronald H.

doi:10.1016/s0020-7373(84)80064-4

Cited by 29 publications

(14 citation statements)

References 13 publications

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“…If one assumes that the content of the course became more difficult as the semester progressed due to the accumulation of material to be mastered, then the most effective and long-lasting advantage to students was prior direct experience using computers. Linn (1985) and Nowaczyk (1984) reported similar findings across educational levels. Despite the many logical, theoretical, and empirical connections drawn between general problem-solving ability, or …”

Section: Discussionsupporting

confidence: 55%

Cognitive Level and Achievement in Computer Literacy

Kagan

Pietron

1987

The Journal of Psychology

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Section: Discussionsupporting

confidence: 55%

Cognitive Level and Achievement in Computer Literacy

Kagan

Pietron

1987

The Journal of Psychology

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“…Previous findings for students taking both rudimentary courses [7,46] and nonrudimentary courses [47,48] confirm the intuition that a positive relationship between experience and computing course performance should exist. Also, by definition, a major determinant of an individual's computing experience is the extent to which they 9 are computer engaged: to some extent, people compute (and therefore build-up experience) because they are drawn towards computers, and a direct path expressing this was also included in the model.…”

Section: Introductionsupporting

confidence: 55%

An Integrative Model of Factors Related to Computing Course Performance

Charlton

Birkett

1999

Journal of Educational Computing Research

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A path modeling approach is adopted to examine inter-relationships between factors influencing computing behavior and computing course performance. Factors considered are gender, personality, intellect and computing attitudes, ownership and experience. Among many other conclusions, intrinsic motivation is suggested as a major factor which can explain many variables' relationship with course performance.Similarly to the common finding for non-computing specialist students, a male advantage in previous computing experience is observed, gender differences in computer ownership partially explaining this. In the absence of an attitudinal gender difference, the ownership difference is suggested to stem from the perception of computers as objects stereotypically bought by and for males. However, while having implications with respect to the gender imbalance usually observed on programmingoriented and more technically-oriented applications courses, these differences are not shown to confer a male advantage in course performance.

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“…Similarly, one of the items on the general problem solving test developed by Nowaczyk (1984) Another study, also using the New Jersey Test of Reasoning Skills, found that Logo instruction had a positive effect on reasoning skills (Many, Lockard, Abrams, & Friker, 1988). Seventh and eighth grade students (n = 171) were randomly assigned to either a 9-week Logo treatment or to a control group who did not have Logo.…”

Section: Logical Thinkingmentioning

confidence: 99%

“…Similarly, one of the items on the general problem solving test developed by Nowaczyk (1984) also dealt with the conditional rule. In this case the rule was "If a letter is sealed, Then it must have a 20 cent stamp on it" (p. 154).…”

Section: Logical Thinkingmentioning

confidence: 99%