Project-first approach to programming in K–12: Tracking the development of novice programmers in technology-deprived environments

Ezeamuzie, Ndudi O.

doi:10.1007/s10639-022-11180-8

Cited by 9 publications

(6 citation statements)

References 44 publications

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“…This improvement shows that problem-based learning, when supported with worked examples and appropriate scaffolding, constitutes an effective approach to learning programming. This is consistent with the finding that students’ programming ability remained high from the first lesson of constructionist learning (Ezeamuzie, 2022) and the strong near-transfer (g = .75) between learning programming and programming knowledge (Scherer et al, 2019).…”

Section: Discussionsupporting

confidence: 89%

“…Each item posed a problem scenario and tasked participants to develop a written program solution. Three questions that require writing a Python program were selected for this study from a pool of 15 programming tasks that were piloted with students of similar age grades (Ezeamuzie, 2022). Items were designed to assess participants’ programming knowledge within the content area covered in the learning intervention.…”

Section: Methodsmentioning

confidence: 99%

“…An invitation to join the study was sent to five secondary schools in a suburban city in West Africa. These schools were selected because CT research in developing countries is scarce and programming education is hugely missing in their classrooms (Ezeamuzie, 2022). By situating this investigation among participants from unrepresented regions, this study seeks to uncover peculiar prospects and challenges in technology-deprived schools.…”

Section: Participantsmentioning

confidence: 99%

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Abstractive-Based Programming Approach to Computational Thinking: Discover, Extract, Create, and Assemble

Ezeamuzie

2022

Journal of Educational Computing Research

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Most studies suggest that students develop computational thinking (CT) through learning programming. However, when the target of CT is decoupled from programming, emerging evidence challenges the assertion of CT transferability from programming. In this study, CT was operationalized in everyday problem-solving contexts in a learning experiment ( n = 59) that investigated whether learning programming enhances students’ CT skills. Specifically, this study examined the influence of a novel, systematic and micro instructional strategy that is grounded in abstraction and comprised of four independent but related processes – discover, extract, create, and assemble (DECA) towards simplification of problem-solving. Subsidiary questions explored the effects of students’ age, gender, computer proficiency, and prior programming experience on the development of CT. No significant difference was found between the CT skill and programming knowledge of the groups at the posttest. However, within-group paired t-tests showed that the experimental group that integrated DECA had significant improvement in CT but not in the control group across the pretest-posttest axis. Implications of the inconclusive finding about the transfer of programming skills to CT are emphasized and the arguments for disentangling CT from programming are highlighted.

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Section: Discussionsupporting

confidence: 89%

Section: Methodsmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

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Abstractive-Based Programming Approach to Computational Thinking: Discover, Extract, Create, and Assemble

Ezeamuzie

2022

Journal of Educational Computing Research

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“…Procedural learning requires using declarative knowledge. According to Ezeamuzie (2022) , instructional strategies to teach introductory computer programming should enable a learner to engage in the declarative learning of abstract programming concepts and then the learner should design a computer program to engage in procedural learning by putting into action what has been acquired about the programming concepts. Thus, declarative and procedural knowledge can be used as a framework for investigating ways to design multimedia instruction in computer programming and computer literacy for deaf college students ( Hong et al, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of video tutorial delivery method on D/HH students’ content comprehension

Almalhy

2022

Front. Psychol.

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IntroductionUsing video tutorials to deliver instructional content has become common practices nowadays. However, it is required to investigate how to implement new methods to deliver instructional content to deaf students to ensure success of their learning and reduce their reliance on personnel support or consultation from hearing peers. Therefore, and in light of cognitive theory of multimedia learning, this study experimented three different video tutorial methods to deliver instructional content that are tailored to deaf students’ learning needs. The three methods included: (a) sign language only, (b) captioned text only, and (c) sign language and captioned text combined.MethodsThe study applied a mixed methods research design using pretest-posttest quasi-experimental design (tests scores) and qualitative research design (interviews). Fifty-four undergraduate deaf students from a large university in Saudi Arabia participated in this study, and of those participants, fifteen deaf students participated in semistructured interviews.Results and discussionOne-way analysis of variance results showed that using video tutorial that presents declarative content with captions only was significantly effective in comparison with the other methods. While the video tutorial that presents procedural content with sign language only was significantly effective in comparison with the other methods. Interview results confirmed the quantitative results. Practical and theoretical implications are discussed.

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“…The importance of programming education began when computers were introduced to schools in the 1980s, when text-based programming languages, such as Basic and Logo, were initially taught [4]. However, the difficulty of the concepts and syntax that beginners had to learn in these text-based programming courses was a factor that raised a barrier to entry [5,6]. The use of complex programming languages with variables, loops, arrays, functions, etc.…”

Section: Introductionmentioning

confidence: 99%

Effect of Block-Based Python Programming Environment on Programming Learning

Kim,

Lee

2023

Applied Sciences

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The advancement of computing technology has led to many changes in a variety of fields, and the importance of programming education has been emphasized in many countries worldwide. Despite the importance of programming education, the cognitive burden of text programming for beginners has not been reduced. The goal of this study was to implement an environment where a text programming language is used in a block-based programming environment and to determine at which school level this learning environment affects positive perceptions of programming. To achieve this goal, we conducted programming classes targeting 128 middle school, high school, and university students for 14 weeks and analyzed the effects of the factors of “understanding of programming instructions”, “usage confidence”, and “usefulness” on “positive perceptions of programming”. The results of the analysis by school level show that “usefulness” influenced positivity toward programming for middle school students, “usefulness” and “understanding of programming instruction” for high school students, and “understanding of programming instruction” and “usage confidence” for university students. Therefore, the significance of this study confirms the need to construct the learning environment differently depending on school level, even for beginners.

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Project-first approach to programming in K–12: Tracking the development of novice programmers in technology-deprived environments

Cited by 9 publications

References 44 publications

Abstractive-Based Programming Approach to Computational Thinking: Discover, Extract, Create, and Assemble

Abstractive-Based Programming Approach to Computational Thinking: Discover, Extract, Create, and Assemble

Effect of video tutorial delivery method on D/HH students’ content comprehension

Effect of Block-Based Python Programming Environment on Programming Learning

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