Although the determination of university students' attitudes towards computer programming is a significant issue, the issue has been rarely studied. The purpose of this study was to develop an attitude scale asses...
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Although the determination of university students' attitudes towards computer programming is a significant issue, the issue has been rarely studied. The purpose of this study was to develop an attitude scale assessing university students' attitudes towards computer programming. In the first phase, the scale was administered to 522 university students. Explanatory factor analysis yielded three dimensions: affection, cognition, and behavior. In the second phase, final version of the 18 item-scale was administered to 553 university students. Results of confirmatory factor analysis provided evidence for the factorial structure of the scale. The Cronbach alpha coefficients ranged from 0.80 to 0.90. Psychometric properties of computer programming Attitude Scale (CPAS) suggest that it is a valid and reliable instrument for measuring university students' attitudes towards computer programming. (C) 2015 Wiley Periodicals, Inc.
While only in the past ten years have large numbers of people been engaged in computer programming, a small body of studies on this activity have already been accumulated. These studies are, however, largely atheoreti...
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While only in the past ten years have large numbers of people been engaged in computer programming, a small body of studies on this activity have already been accumulated. These studies are, however, largely atheoretical. The work described here has as its goal the creation of an information processing theory sufficient to describe the findings of these studies. The theory postulates understanding, method-finding, and coding processes in writing programs, and presents an explicit model for the coding process.
Available records of computer programming results from the universities in southeast Nigeria for the period under review (2016-2020) show that 70% of the students marginally passed the course. This, therefore, raises ...
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Available records of computer programming results from the universities in southeast Nigeria for the period under review (2016-2020) show that 70% of the students marginally passed the course. This, therefore, raises a concern to re-examine the instructional strategy used in the teaching and learning process, hence the adoption of innovative pedagogy that involved the use of digital tools like Google Classroom and Google Meet in their instructional delivery process of a computer programming course. This study adopted quasi-experimental research design involving intact classes with a nonequivalent group. Total population sampling technique was used to select all the 152 second-year computer education students made up of 60 males and 92 females drawn from the three private universities in Southeast Nigeria that offer computer programming. Data was collected using computer achievement test, digital skill development scale and engagement level scale. The findings of the study showed that students' academic achievement and level of engagement increased significantly in a computer programming course. Also, digital skills development and self-efficacy in the experimental group were higher than in the control group. Implementing innovative teaching strategies helped to facilitate the timely development of digital skills required by students to attain sufficient learner engagement in the learning process. It was recommended that computer educators should be encouraged to adopt innovative teaching techniques that blend with Classroom, Google Meet and MS Teams, among others to influence students' active engagement in the learning process.
There are sound reasons for believing that expertise in computer programming consists of two components, which should both be of interest to employers. Time-based expertise corresponds to the conventional notion of ex...
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There are sound reasons for believing that expertise in computer programming consists of two components, which should both be of interest to employers. Time-based expertise corresponds to the conventional notion of expertise, and is a function solely of the time spent programming. Multiskilling expertise, by contrast, accrues through exposure to a varietye of programming languages and tasks, and is related to the cognitive development of high-level programming schemata. This multidimensional model was tested by developing measures to quantify the diversity of programming language usage and the diversity of programming tasks, and then assessing programming skill in 206 computer programmers. As predicted, factor analysis identified two underlying factors. The actual amount of time spent programming and the time since first learning to program loaded highly on one factor (''time-based skill''), while the number of languages known, the diversity of language usage, and the diversity of programming tasks loaded highly on the second factor (''multiskilling''). The data also revealed that programmers tend not to keep abreast of new developments in their field. Thus, many programmers who are ''expert'' in the time-based sense risk obsolescence due to a lack of multiskilling expertise.
when discussing the computer programming education at university level, ore is usually focused on education of future computer science experts, while the computer education of technical engineers is put aside. Technic...
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when discussing the computer programming education at university level, ore is usually focused on education of future computer science experts, while the computer education of technical engineers is put aside. Technical engineers are mostly trained in using commercial software specific for their area of expertise. However, due to somewhat extreme specialization and lack of commercial software, technical engineers are often encountered with the necessity of creating their own computer codes, whether by some basic ''programming' in existing software like Excell or Access, or by hardcore programming in programming language of their choice. As a result of truly altruistic ideas, such software can usually be downloaded from World Wide Web (WWW), or obtained freely, directly from the creators. At that moment, the problems of computer programming education for technical engineers come to surface. (C) 2009 Wiley Periodicals. Inc. Comput Appl Eng Educ 18: 200-202. 2010: Published on line in Wiley InterScience (***) DOI 10.1002/cae.20187
Proposes a solution to an average outgoing quality (AOQ) computer programming task. Development of a computer code; Mathematical expression for the AOQ; Probability on the occurrence of two types of inspection errors.
Proposes a solution to an average outgoing quality (AOQ) computer programming task. Development of a computer code; Mathematical expression for the AOQ; Probability on the occurrence of two types of inspection errors.
Microcomputers have become popular in petroleum engineering. One widely employed computer language for programming microcomputers is Basic. In this series, Basic is introduced so that the reader can learn just enough ...
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Microcomputers have become popular in petroleum engineering. One widely employed computer language for programming microcomputers is Basic. In this series, Basic is introduced so that the reader can learn just enough to start programming immediately. Throughout the text, the differences between Basic and Fortran are discussed. Some guidelines for programming in Basic are established, and programming concepts are illustrated by petroleum engineering applications.
A simple programming technique called thetermination-indicator techniqueis introduced. The basic idea is to use variables as termination indicators in multi-exit loops in order to simplify termination conditions of lo...
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A simple programming technique called thetermination-indicator techniqueis introduced. The basic idea is to use variables as termination indicators in multi-exit loops in order to simplify termination conditions of loops. Numerous examples are given illustrating elegant, efficient an structured solutions that benefit from this technique. Comparative results show that the termination-indicator technique is superior and more versatile than other programming techniques using cand/cor, sentinel and state-variables.
Learning to program requires much hard work and dedication. Most students inintroductory programming courses struggle to grasp programming concepts in general. Universities inthe US, Canada, and elsewhere have reporte...
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Learning to program requires much hard work and dedication. Most students inintroductory programming courses struggle to grasp programming concepts in general. Universities inthe US, Canada, and elsewhere have reported withdrawal, failure, and D-grade rates approaching 50percent in introductory computer programming courses. To address these problems, we recentlydesigned and successfully offered a revolutionary one-semester course that integrates the use ofHTML, JavaScript, and Java. This approach departs markedly from using a single general-purposeprogramming language such as Java or C++.
Background: computer programming faces persistent problems of inequity. In response, bootcamps and workshops have rapidly responded by offering an introduction to coding literacy intended to increase access and repres...
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Background: computer programming faces persistent problems of inequity. In response, bootcamps and workshops have rapidly responded by offering an introduction to coding literacy intended to increase access and representation in the tech *** review: Prior research on software development focuses primarily on workplace contexts. This study considers bootcamps and workshops outside the workplace for minoritized and marginalized software developers to better understand the institutional contexts in which programming is taught and made. In so doing, it contributes to ongoing conversations on strategies for social justice in technical *** questions: 1. How do bootcamps and workshops function as sites of coding education? 2. What strategies do activist programmers use in bootcamps and workshops to work towards social justice goals? Methodology: For this research, I interviewed organizers, instructors, and participants at three coding workshops and bootcamps for marginalized communities. I also conducted participant observation of the workshops, collected educational materials, and analyzed the interview transcripts using a grounded theory approach. Results and discussion: This analysis revealed how coding workshops and bootcamps operate as literacy sponsors, contributing to a transformative access for participants. More specifically, my research describes how activist programmers craft open, inclusive, and culturally aware pedagogies by attending to access, representation, community, and active learning, ultimately facilitating an affective coding literacy.
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