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Exploring college students’ program comprehension skills from visual to procedural programming PROCEEDING

, , , University of Pretoria, South Africa

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explores college students’ program comprehension skills from visual to procedural programming. Using an action research strategy, two cycles of the Plan-Act-Observe-Reflect was proposed. The methodology was a sequential explanatory mixed method design while quantitative and qualitative phenomenological inquiries were used for data collection. In the first cycle of the study, all students enrolled in the 2015/2016 academic session formed the population for the study and thirteen students were purposively sampled. Survey, assessment, and interview data, observational records, field notes, textual data and reflective journal data were collected. The result of the hypothesis tested shows there was a weak correlation between visual and procedural programming. Causes of low correlation and ways of making improvement in the second cycle were discussed.

Citation

Tijani, F., Callaghan, R. & deVilliers, R. (2017). Exploring college students’ program comprehension skills from visual to procedural programming. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 83-88). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Slides