Programming, disciplines and methods adopted at Liverpool Hope University

Whitfield, Alma; Blakeway, Stewart; Herterich, George; Beaumont, Chris

doi:10.11120/ital.2007.06040145

Cited by 7 publications

(4 citation statements)

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“…Students with under the average math skills could grasp programming and problem-solving easier if given suitable tools and the employing of less complicated visual environments before shifting to integrated development environments (IDEs) which are commonly used in the software industry and are seen as more complicated [7].…”

Section: Introductionmentioning

confidence: 99%

Fuzzy Logic Approach for Predicting Student Achievement in Scratch

Çetinkaya

2024

KONJES

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21st-century skills such as critical thinking, problem-solving, and analytical thinking gained importance to survive in today’s world. There is growing research mostly focus on the prediction of students in higher education using machine learning and statistical models. However, predicting primary and middle school student’s performance also becomes important especially in learning computer programming. In this study, it was primarily proposed to a fuzzy logic system to predict student performance during the experiment then compare fuzzy logic prediction results to the experts’ results. Secondly, to test the theory that students’ interest in learning algorithms and coding can be increased using the creation of games in a visual programming tool for beginners. The fuzzy logic inference system has been employed to predict middle school student’s performance in the programming experiment which has been carried out using the Scratch environment with the participation of three different middle school students in Turkey. The success rate of three different middle school group success rates is estimated regarding task completion times, and the regression results with respect to the groups are %80, %97, %84.

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Section: Introductionmentioning

confidence: 99%

Fuzzy Logic Approach for Predicting Student Achievement in Scratch

Çetinkaya

2024

KONJES

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“…In programming, problem-solving is a key skill that requires both theoretical and practical knowledge [12,13]. Traditionally, students learn OOP by studying the theory of the concepts and then learning about the application of these concepts during a practical session.…”

Section: Introductionmentioning

confidence: 99%

Conceptual Representation of the Source-Code to Support the Learning of Object-Oriented Programming Concepts

Khudhur,

Nurmaya,

Hayashi

et al. 2023

IJIET

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Learning Object-Oriented Programming (OOP) concepts is a challenging task for novice learners. Previous research has examined the impact of either conceptual or practical knowledge on students’ comprehension of OOP; however, there is a lack of integration between these two knowledge bases. This study proposes a novel approach that integrates theoretical and practical knowledge of OOP using a concept map to create a unified cognitive diagram that reflects the educator’s understanding of the subject matter. This diagram is then used as the basis for a recomposition activity that supports student learning. An experiment is conducted in a classroom environment with 75 undergraduate grade-2 university students to investigate the effects of the proposed method. The experimental results showed that the proposed method significantly improved students’ comprehension of OOP concepts, doubling their performance compared to the conventional method from pre-test to post-test. In addition, the proposed approach has the potential for early identification of low-performing students, thus allowing educators to provide targeted support to improve their learning outcomes. The integrated cognitive diagram approach proposed in this study has practical implications for educators seeking to improve the teaching of OOP concepts and identify and support low-performing students.

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“…Many courses have an emphasis on teaching a programming language and concepts as opposed to the teaching of how to plan and design a solution before implementation [4][5][6][7]. Equally, this is reflected in undergraduate text books which have a focus on programming constructs rather than software development processes [8].…”

Section: Introductionmentioning

confidence: 99%

A Conceptual Framework for a Software Development Process Based on Computational Thinking

Higgins¹,

Mtenzi²,

O'Leary³

et al. 2017

INTED Proceedings

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A software development process is a mechanism for problem solving to help software developers plan, design and structure the development of software to solve a problem. Without a process to guide the structured evolution of a solution, it is extremely likely that at least some aspect of the resulting software will be omitted or incorrectly implemented. Even though the importance of utilising a software process for solving problems is accepted in the business and academic communities, it is a topic that is addressed very lightly (if at all) in most freshman undergraduate computing courses with most courses focussing on programming procedures rather than the process of how to develop a solution. A consequence of this is that some students go on to develop maladaptive cognitive practices where they rush to implement solutions to problems with little planning. Typically these maladaptive practices involve surface practices such as coding by rote learning and cutting and pasting code from existing projects. Such practices can be very difficult to unlearn and can result in students lacking skills in planning and designing solutions to problems which can persist to graduation. Despite these issues, little active research has been found on the development of software processes aimed at freshman third level learners and consequently there are few approaches available to help freshman students through all stages of the software process. However, there is a wealth of current research into computational thinking (CT) as a mechanism to help solve computational problems. Even though CT is seen as a key practice of computer science, most of the research into CT (as a named area) is aimed at 1st and 2nd level education with CT being a more implicit part of third level computing courses. This suggests that there is an exciting opportunity to explicitly exploit the affordances and skills of CT into a software process aimed at freshman third level learners. This paper presents work which has been carried out as part of an ongoing research project into this issue in which the key skills associated with computational thinking are incorporated into a conceptual framework which will provide a structure for a software process aimed at freshman undergraduate computing students. This research is not tied to any particular programming paradigm but its use is assumed to be in the context of imperative, commercial programming languages. The framework is centred on declarative knowledge (in the form of threshold concepts) and procedural knowledge (in the form of CT skills) scaffolding freshman software development from initial planning through to final solution. The framework known as Computational Analysis and Design Engineered Thinking (CADET) once operationalised as a software process with an accompanying support tool-aims to support the structured development of both software and student self-efficacy in the topic.

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Programming, disciplines and methods adopted at Liverpool Hope University

Cited by 7 publications

References 0 publications

Fuzzy Logic Approach for Predicting Student Achievement in Scratch

Fuzzy Logic Approach for Predicting Student Achievement in Scratch

Conceptual Representation of the Source-Code to Support the Learning of Object-Oriented Programming Concepts

A Conceptual Framework for a Software Development Process Based on Computational Thinking

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