Self‐Regulated Learning Strategies in Computer Programming Education

ABSTRACT This study investigates the self‐regulated learning strategies employed by students in computer programming courses. Utilising the Questionnaire on Learning Strategies in Computer Programming (CEAPC), the research aims to identify specific strategies used by students. The findings reveal a...

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Veröffentlicht in:European journal of education Jg. 60; H. 1
Hauptverfasser: Ramírez‐Echeverry, Jhon Jairo, Restrepo‐Calle, Felipe, Jiménez, Stephanie Torres
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Paris Blackwell Publishing Ltd 01.03.2025
Schlagworte:
Ability
Advanced Courses
Cognitive Processes
Collaborative learning
Computer assisted research
computer programming
Computers
Cooperative learning
Education
Educational programs
Interdependence
Learning
Learning strategies
Metacognition
Problem solving
Programming
self‐regulated learning
self‐report questionnaire
Strategies
Student Improvement
Students
Teachers
Time management
Time use
ISSN:0141-8211, 1465-3435
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Zusammenfassung:ABSTRACT This study investigates the self‐regulated learning strategies employed by students in computer programming courses. Utilising the Questionnaire on Learning Strategies in Computer Programming (CEAPC), the research aims to identify specific strategies used by students. The findings reveal a variety of effective learning strategies, including problem‐solving, knowledge acquisition and study environment management in the context of computer programming learning. However, difficulties in idea organisation were noted, suggesting a need for enhanced support in structuring and documenting thought processes and code. The study also highlights the interdependence of learning strategies, particularly the role of metacognition in conjunction with practice, problem‐solving and time management. Differences in strategy use across course levels and gender were observed, with advanced courses prompting more complex strategies and female students excelling in structured and collaborative learning. These insights provide educators with valuable guidance for developing targeted interventions to improve students' self‐regulated learning abilities in programming education.
Bibliographie:The authors received no specific funding for this work.
Funding
ObjectType-Article-1
SourceType-Scholarly Journals-1
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content type line 14
ISSN:0141-8211
1465-3435
DOI:10.1111/ejed.70052