Factors Influencing Success in a Junior High Computer Programming Course

1988 ◽  
Vol 4 (1) ◽  
pp. 71-78 ◽  
Author(s):  
Gary G. Bitter ◽  
Mei-Yan Lu
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Cognitive Abilities ◽  
Computer Programming ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Factors Influencing ◽  
Students Success

Factors contributing to the prediction of success for junior high school students in completing a computer programming course indicated that analytic and quantitative factors of students' cognitive abilities were relevant for prediction of success in a computer programming class. Deductive ability and verbal aptitude were also found to be significant in students' success in a computer programming course.

scholarly journals A cross-sectional survey of factors influencing bone mass in junior high school students

2012 ◽  
Vol 18 (4) ◽  
pp. 313-322 ◽  
Author(s):  
Yuka Tamura ◽  
Isao Saito ◽  
Yasuhiko Asada ◽  
Taro Kishida ◽  
Masamitsu Yamaizumi ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Bone Mass ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Factors Influencing

Analysis of Factors Influencing the Prevalence of Gingival Inflammation in First-Year Junior High School Students.

1993 ◽  
Vol 43 (3) ◽  
pp. 272-281
Author(s):  
Daisuke HINODE ◽  
Atsushi NAGATA ◽  
Seiko ICHIMIYA ◽  
Hiroyuki HAYASHI ◽  
Masami MORIOKA ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
First Year ◽  
Gingival Inflammation ◽  
School Students ◽  
Factors Influencing

scholarly journals Effects of Personal Construal Levels and Team Role Ambiguity on the Group Investigation of Junior High School Students’ Programming Ability

2021 ◽  
Vol 13 (19) ◽  
pp. 10977
Author(s):  
Huan-Ming Chuang ◽  
Chia-Cheng Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Role Ambiguity ◽  
Computer Programming ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Construal Levels ◽  
Programming Ability

Concerns regarding the high demand for skilled personnel in the science, technology, engineering, and mathematics (STEM) fields underline the importance of developing advanced information technology (IT) and programming skills among job candidates. In the past 10 years, computer programming has regained considerable attention because of rapid developments in computer programming technology. Advocates claim that computer programming cultivates other skills, including problem solving, logical thinking, and creativity. Education systems worldwide are developing courses to instruct students in programming and computational thinking. Although the importance of computer programming has been widely recognized, the systematic evaluation of the effectiveness of teaching methods and conditions that promote the learning of programming knowledge and skills has received little scholarly attention. This study thus investigated the moderating roles of learners’ construal levels and their team role ambiguity in the context of group investigation in junior high school programing courses. In this study, junior high school students were divided into pairs to develop Arduino projects. Students applied programming abilities to complete a task involving the use of Arduino boards to simulate the operation of traffic lights. Major research findings indicate that construal levels play a significant role in moderating the relationship between programming ability and learning outcome; however, role ambiguity does not significantly affect this relationship. Theoretical implications are discussed, and managerial implications are suggested.

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