Programmed Instruction versus Meaningful Learning Theory in Teaching Basic Structured Query Language (SQL) in Computer Lesson
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| Title: | Programmed Instruction versus Meaningful Learning Theory in Teaching Basic Structured Query Language (SQL) in Computer Lesson |
|---|---|
| Language: | English |
| Authors: | Efendioglu, Akin, Yelken, Tugba Yanpar |
| Source: | Computers & Education. Nov 2010 55(3):1287-1299. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 13 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Theories, Experimental Groups, Teaching Methods, Preservice Teacher Education, Academic Achievement, Attitude Measures, Gender Differences, Pretests Posttests, Learner Engagement, Computer Assisted Instruction, Educational Technology, Electronic Learning, Programming, Computer Software Evaluation, Computer Science Education, College Instruction, Instructional Effectiveness, Student Attitudes, Programming Languages, Programmed Instructional Materials |
| DOI: | 10.1016/j.compedu.2010.05.026 |
| ISSN: | 0360-1315 |
| Abstract: | The purpose of this study was to investigate the effects of two different methods on primary school teacher candidates' academic achievements and attitudes toward computer-based education, and to define their views on these methods. Both the first experimental group, programmed instruction (PI), and the second experimental group, meaningful learning (ML), included 36 students separately. While a significant difference was found between the groups regarding academic achievements, no significant difference was found between the groups' attitude scores. There was no significant difference between the academic achievements of the students according to their genders in both groups. In addition, while there was no significant difference between the pre-test and post-test attitudes of students in the PI group, a significant difference was determined in the ML group. Generally, in the PI group, students considered the method effective but boring. Besides, students in the ML group had positive views on the method. (Contains 12 tables and 4 figures.) |
| Abstractor: | As Provided |
| Entry Date: | 2010 |
| Accession Number: | EJ892521 |
| Database: | ERIC |
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