The problem of this study was to determine the effects of computer programming instruction on fifth graders, as measured by gains, if any, on tests of logic and problem solving.

M. Tech. (Information Technology, Faculty of Applied and Computer Sciences, Vaal University of Technology / The number of students passing computer programming modules at Higher Education Institutions (HEIs) in South Africa at first year level is low. Only with the second attempt do most students pass. This delay results in students completing their three-year undergraduate qualification in four or even five years. One potential contribution towards addressing this problem is the introduction of a collaborative (cooperative) pedagogical approach where students develop software in teams, known in the Information Technology (IT) sector as pair-programming. This study endeavoured to investigate the impact of pair-programming on the academic progress of students registered for the Information Technology qualification at HEIs in South Africa. The study warranted the selection of action research as the most appropriate research strategy. Multi-methods data collection was carried out over two consecutive semesters. The data collection methods included a semi-structured interview, observations and empirical assessment. The participants were students registered for the Information Systems module, which focuses on software development. Pair-programming was introduced to one group of software development students, while a second group continued with the normal solo-programming approach. Semi-structured interviews were held with the students before commencement and after completion of the pair-programming intervention, to establish a change, if any, in the academic performance, attitude and enjoyment level of students introduced to pair-programming compared to those who continued with solo-programming. Observations were conducted throughout the course of the practical sessions over both semesters. Empirical assessments were done by means of tests given to both groups of students during the practical sessions, three tests per semester. Data analysis techniques included t-tests and thematic analysis. The findings concluded that pair-programming had a significant positive impact on the academic progress of IT students, including an increase in the enjoyment level and a more positive attitude towards software development.

The purposes of this study were (1) to determine if learning to program a computer in either BASIC or Logo improves the problem-solving skills of fifth grade students when compared to a control group that receives no programming instruction, and (2) to determine if learning to program a computer in Logo is more effective than learning to program in BASIC for improving problem-solving skills in fifth grade students. Subjects were 132 fifth graders from two suburban elementary schools. The materials used in the study were the Computer Challenge Guide for the BASIC group and Logo in the Classroom for the Logo group. The New Jersey Test of Reasoning Skills was used as the pretest and posttest measure.

The research described in this dissertation examines the possible link between self-regulated learning and LEGO Mindstorms robotics activities in teaching concepts in an introductory university computer programming course. The areas of student motivation, learning strategies, and mastery of course objectives are investigated. In all three cases analysis failed to reveal any statistically significant differences between the traditional control group and the experimental LEGO Mindstorms group as measured by the Motivated Strategies for Learning Questionnaire and course exams. Possible reasons for the lack of positive results include technical problems and limitations of the LEGO Mindstorms systems, limited number and availability of robots outside of class, limited amount of time during the semester for the robotics activities, and a possible difference in effectiveness based on gender. Responses to student follow-up questions, however, suggest that at least some of the students really enjoyed the LEGO activities. As with any teaching tool or activity, there are numerous ways in which LEGO Mindstorms can be incorporated into learning. This study explores whether or not LEGO Mindstorms are an effective tool for teaching introductory computer programming at the university level and how these systems can best be utilized.

Syftet med studien var att undersöka vilka stöd som matematiklärare erbjudits relativt programmering i matematikundervisningen. Därtill avsåg studien att undersöka vad matematiklärare önskar av ett stöd relativt programmering i matematik. Två datainsamlingsmetoder användes: en webbaserad enkät, och en semistrukturerad intervju. 29 enkätsvar erhölls och tre intervjuer genomfördes. Urvalspopulationen för dessa var matematiklärare i Stockholmsområdet. De insamlade data bearbetades med kvalitativ innehållsanalys där olika kategorier med tillhörande koder framkom, för att beskriva lärares uppfattningar av begreppet lärarstöd samt lärarnas åsikter om lärarstöd. Av enkätsvaren erhölls att 11 av 29 lärare upplevde att de inte erbjudits stöd för programmering i matematikundervisningen. Baserat på studiens resultat utvecklades ett lärarstödförslag vars syfte är att motsvara lärarnas önskemål på lärarstöd. Lärarstödförslaget består av ett upplägg för kompetensutveckling och lektionsplaner. / The purpose of the study was to examine which aids relative to programming in mathematics education the mathematics teachers have been offered. Moreover, the study sought to examine the desiderata of the mathematics teachers, relative to aid in programming in mathematics education. Two means of collecting data were used: a web based questionnaire, and a semi structured interview. 29 responses to the questionnaire were collected and three interviews were conducted. The sample population for the study was mathematics teachers in the Stockholm region. The collected data were processed with qualitative content analysis where different categories and codes emerged. The categories and codes describe the teachers’ understanding of the term teacher-aid, and the teachers’ opinion of teacher-aid. The questionnaire responses indicate that 11 of 29 teachers did not perceive that they were offered aid relative to programming in mathematics education. A teacher-aid-proposal with the purpose to match the desiderata of the teachers with respect to teacher-aids. The teacher-aid-proposal consists of a competence development arrangement and lesson plans.

No description available.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Call number: LD2668 .T4 1984 S39 / Master of Science / Biological and Agricultural Engineering

Call number: LD2668 .T4 1985 E34 / Master of Science

No description available.