The effects of computer programming on high school students' reasoning skills and mathematical self-efficacy and problem solving

In this paper we investigate whether computer programming has an impact on high school student's reasoning skills, problem solving and self-efficacy in Mathematics. The quasi-experimental design was adopted to implement the study. The sample of the research comprised 66 high school students sep...

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Vydáno v:Instructional science Ročník 45; číslo 5; s. 583 - 602
Hlavní autoři: Psycharis, Sarantos, Kallia, Maria
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer 01.10.2017
Springer Netherlands
Springer Nature B.V
Témata:
Algorithms
Cognitive Processes
Computer programming
Computer Science
Computer Use
Computers
Control Groups
Critical Thinking
Curriculum Development
Education
Educational Environment
Educational Psychology
Educational research
Experimental Groups
Groups
High School Students
Influence of Technology
Learner Engagement
Learning and Instruction
Learning outcomes
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics Skills
Mental Computation
Orientation
Pedagogic Psychology
Problem Solving
Programming
Programming Languages
Quasi-experimental methods
Quasiexperimental Design
Reasoning
Research Design
Schools
Secondary School Mathematics
Secondary School Students
Secondary schools
Self Efficacy
Skill Development
Skills
Social Problems
Student Participation
Students
Technology Education
Thinking Skills
Reasoning skills
Computational thinking
Problem solving
Computer programming
Mathematics
Self-efficacy
ISSN:0020-4277, 1573-1952
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Shrnutí:In this paper we investigate whether computer programming has an impact on high school student's reasoning skills, problem solving and self-efficacy in Mathematics. The quasi-experimental design was adopted to implement the study. The sample of the research comprised 66 high school students separated into two groups, the experimental and the control group according to their educational orientation. The research findings indicate that there is a significant difference in the reasoning skills of students that participated in the "programming course" compared to students that did not. Moreover, the self-efficacy indicator of students that participated in the experimental group showed a significant difference from students in the control group. The results however, failed to support the hypothesis that computer programming significantly enhances student's problem solving skills.
Bibliografie:ObjectType-Article-1
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ISSN:0020-4277
1573-1952
DOI:10.1007/s11251-017-9421-5