scholarly journals The adaptation of learning motivation in computer programming courses scale into turkish: the study of validity and reliability

2018 ◽  
Vol 8 (1) ◽  
pp. 73
Author(s):  
Ummuhan Avci ◽  
Halil Ersoy
Keyword(s):  
Computer Programming ◽  
Learning Motivation ◽  
Validity And Reliability ◽  
Programming Courses

Learning motivation in e-learning facilitated computer programming courses

2010 ◽  
Vol 55 (1) ◽  
pp. 218-228 ◽  
Author(s):  
Kris M.Y. Law ◽  
Victor C.S. Lee ◽  
Y.T. Yu
Keyword(s):  
Computer Programming ◽  
Learning Motivation ◽  
E Learning ◽  
Programming Courses

From Critique to Computational Thinking: A Peer-Assessment-Supported Problem Identification, Flow Definition, Coding, and Testing Approach for Computer Programming Instruction

2022 ◽  
pp. 073563312110604
Author(s):  
Jian-Wen Fang ◽  
Dan Shao ◽  
Gwo-Jen Hwang ◽  
Shao-Chen Chang
Keyword(s):  
Self Efficacy ◽  
Computer Programming ◽  
Peer Assessment ◽  
Computational Thinking ◽  
Learning Motivation ◽  
Control Group ◽  
Problem Identification ◽  
Computer Programming Instruction ◽  
Programming Knowledge ◽  
Programming Courses

Scholars believe that computational thinking is one of the essential competencies of the 21st century and computer programming courses have been recognized as a potential means of fostering students’ computational thinking. In tradition instruction, PFCT (problem identification, flow definition, coding, and testing) is a commonly adopted procedure to guide students to learn and practice computer programming. However, without further guidance, students might focus on learning the syntax of computer programming language rather than the concept of solving problems. This study proposes a peer-assessment-supported PFCT (PA-PFCT) approach for boosting students’ computer programming knowledge and computational thinking awareness. A quasi-experiment was conducted on a computer programming course in a high school to evaluate its influence on students’ learning achievement, computational thinking awareness, learning motivation, and self-efficacy. An experimental group of 51 students learned with the proposed approach, while a control group of 49 students learned with the traditional PFCT (T-PFCT) approach. The experimental results show that the proposed approach significantly enhanced the students’ computational thinking awareness, learning motivation, and self-efficacy, while not having significant impacts on their computer programming knowledge test scores.

scholarly journals Invited viewpoint: teaching programming to students in physical sciences and engineering

2021 ◽  
Author(s):  
Lloyd Cawthorne
Keyword(s):  
Physical Science ◽  
Computer Programming ◽  
Physical Sciences ◽  
Engineering Degree ◽  
Second Year ◽  
The University ◽  
University Of Manchester ◽  
Programming Courses

AbstractComputer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses.

scholarly journals Causes of Failure of University Students in Computer Programming Courses : The Case of Wachemo University

2019 ◽  
pp. 123-132 ◽  
Author(s):  
Wubetu Barud Demilie
Keyword(s):  
Teaching And Learning ◽  
Computer Programming ◽  
High Rate ◽  
Teaching Methodology ◽  
Learning Methods ◽  
Learner Perspective ◽  
Rate Of Failure ◽  
Science Departments ◽  
Programming Courses ◽  
Causes Of Failure

Computer programming courses are among the important components of the curriculum to be studied, not only in the school of Computing and Informatics, but also in most of the field including Natural Sciences, Mathematics, and Engineering Science departments. In this research, a study was conducted to investigate and explore the views of students for the failure and difficulties they faced in learning fundamental programming courses. There are many factors that influence the high rate of failure of students in computer programming courses. This paper focuses on the teaching and learning methodologies and strategies that are implemented in teaching of programming courses. This is a major factor for consideration; hence an investigation into the causes of failure of students in computer programming courses from the learner perspective with regard to the teaching methodology used by teachers to teach these courses is relevant and very important concept. Computer programming courses form part of the core concentration areas for students especially studying in school of computing and informatics as an undergraduate degree program. Computer programming students are expected to prove capabilities in the principles of programming and logic that are being taught in the course; even though some of these concepts are highly intellectual and multifaceted. Their opinions to the usefulness of the teaching methods being implemented in computer programming courses were required for. The needs and concerns about the teaching and learning methods are highlighted in the survey and discussed thereby leading to the making of suggestions about the ways to improve the teaching and learning methods that are used in computer programming courses in order to advance understanding of computer programming, when studied by students thereby minimizing failure rates of those students.

Facilitating Students-Driven Learning of Computer Programming with Technology

2009 ◽  
pp. 262-275
Author(s):  
Alessio Gaspar ◽  
Sarah Langevin ◽  
Naomi Boyer
Keyword(s):  
Education Research ◽  
Undergraduate Students ◽  
Computer Programming ◽  
Computing Education ◽  
Face To Face ◽  
Learning Barriers ◽  
Integration Of Technology ◽  
Introductory Programming Courses ◽  
Programming Courses

This chapter discusses a case study of the application of technology to facilitate undergraduate students’ learning of computer programming in an Information Technology department. The authors review the evolution of the didactic of introductory programming courses along with the learning barriers traditionally encountered by novice programmers. The growing interest of the computing education research community in a transition from instructivist to constructivist strategies is then illustrated by several recent approaches. The authors discuss how these have been enabled through the use of appropriate technologies in introductory and intermediate programming courses, delivered both online and face to face. They conclude by discussing how the integration of technology, and the switch to online environments, has the potential to enable authentic student-driven programming pedagogies as well as facilitate formal computing education research or action research in this field.

Pedagogical Mini-Games Integrated into Hybrid Course to Improve Understanding of Computer Programming

2020 ◽  
pp. 1305-1348
Author(s):  
Walter Nuninger ◽  
Jean-Marie Châtelet
Keyword(s):  
Computer Programming ◽  
Collective Intelligence ◽  
Agile Method ◽  
Hybrid Course ◽  
Learner Centered ◽  
Mini Games ◽  
Programming Courses ◽  
Synchronous Time ◽  
Modular Framework ◽  
Specific Expertise

To improve learning efficiency in Computer Programming courses, a voluntary decision was to fully integrate different learner-centered pedagogical devices. The result is the development of a set of pedagogical serious mini-Games (mGs) in synchronous time in the classroom for a decided scenario of the hybrid course. Supported by a Learning Management System, the innovation results in a common flexible and modular framework for mGs, taking into account a really short duration and higher constraints of the training. The expected outcome is to make future end users (who will not be IT developers) aware of the potential of the underlying transversal skills developed while building up universal algorithms, stressing functional analysis regardless of specific expertise required for a given coding. The challenge is to make their knowledge ownership easier, to prevent rejection, to incent involvement and collective intelligence and further Agile method adoption with a concern for quality.

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