2016
DOI: 10.14687/ijhs.v13i1.3502
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Effect of attitudes of information technologies (IT) preservice teachers and computer programming (CP) students toward programming on their perception regarding their self-sufficiency for programming<p>Bilişim teknolojileri (BT) öğretmen adaylarının ve bilgisayar programcılığı (BP) öğrencilerinin programlamaya karşı tutumlarının programlama öz yeterlik algılarına etkisi

Abstract: Learning programming requires high level of problem solving skills. Therefore, factors effective on students’ success in programming have been one of the debated subjects in the literature. Moreover, average success levels of students in programming languages course are usually at low level. The reason lying underneath failure of students could also be their readiness for programming and self-sufficiencies in addition to necessity of high level of thinking skill. In this respect, the purpose of the present res… Show more

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Cited by 21 publications
(11 citation statements)
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“…In other words, gender is not influential on students' project assessment scores. While literature presents extensive proof for the impact of gender on students characteristics related to computers or programming [31][32][33][34], it is also clear from the literature that there is a plethora of computing or programming features on which gender is not effective [35][36][37]. As a result, it is not possible to make a clear distinction in terms of computer use or programming related to gender Scores obtained from assessing Scratch projects via Dr. Scratch web tool and students' Computational Thinking Levels do not differ based on the period of daily computer use.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…In other words, gender is not influential on students' project assessment scores. While literature presents extensive proof for the impact of gender on students characteristics related to computers or programming [31][32][33][34], it is also clear from the literature that there is a plethora of computing or programming features on which gender is not effective [35][36][37]. As a result, it is not possible to make a clear distinction in terms of computer use or programming related to gender Scores obtained from assessing Scratch projects via Dr. Scratch web tool and students' Computational Thinking Levels do not differ based on the period of daily computer use.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…Yağcı (2016) stated that there is a plethora of computing or programming features on which gender is not effective.…”
Section: Discussionmentioning
confidence: 99%
“…Tutumun alt boyutları olan bilişsel, duyuşsal ve davranışsal boyutta da cinsiyete göre farklılık bulunmamıştır. Mevcut çalışmanın bu bulgusuna benzer şekilde, erkeklerin ve kadınların programlamaya yönelik tutumlarının anlamlı bir fark göstermediğini ortaya koyan çeşitli çalışmalar bulunmaktadır (Erol ve Kurt, 2017;Godbole, 2014;Yağcı, 2016). Bu sonuçların aksine, bazı çalışmalar erkek öğrencilerin tutumlarının kız öğrencilere göre anlamlı derecede daha yüksek olduğunu göstermektedir (Başer, 2013b;Karaci 2016;Özyurt ve Özyurt, 2015).…”
Section: Discussionunclassified
“…Benzer şekilde güncel bir çalışmada Gunbatar (2018), Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümü öğrencilerinin programlamaya yönelik tutumlarının Bilgisayar Programcılığı öğrencilerinden daha yüksek olduğunu ortaya koymuştur. Bu sonuçların aksine Yağcı (2016), mezuniyete kadar 14 kredilik bilgisayar programlama dersi alan BÖTE öğrencileri ile mezuniyete kadar 31 kredilik bilgisayar programlama dersi alan Bilgisayar Programlama öğrencileri arasında programlamaya yönelik tutum açısından bir fark olmadığını bildirmiştir.…”
Section: Introductionunclassified