Log in

Relevant bibliographies by topics / Computer programming instruction / Journal articles

To see the other types of publications on this topic, follow the link: Computer programming instruction.

Journal articles on the topic 'Computer programming instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Computer programming instruction.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

MacGregor, S. Kim. "Computer Programming Instruction." Journal of Research on Computing in Education 21, no. 2 (1988): 155–64. http://dx.doi.org/10.1080/08886504.1988.10781868.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

GALLEGO, J. A. JAEN, J. JUAN RUIZ, F. J. PRIETO FERNANDEZ, and A. SALAMANCA FERNANDEZ. "Computer Assisted Instruction in Linear Programming." European Journal of Engineering Education 10, no. 3-4 (1985): 329–38. http://dx.doi.org/10.1080/03043798508939264.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Clark, Richard E. "Confounding in Educational Computing Research." Journal of Educational Computing Research 1, no. 2 (1985): 137–48. http://dx.doi.org/10.2190/hc3l-g6yd-bak9-eqb5.

Full text

Abstract:

Despite considerable evidence in research that computer-based instruction enhances student learning, an argument is presented that most of this research is confounded. Wherever computers are used to deliver instruction (including the teaching of programming languages), any resulting change in student learning or performance may be attributed to the uncontrolled effects of different instructional methods, content and/or novelty. The evidence for this confounding places the independent variables in most of these studies in doubt and diminishes the role of educational computing research in the de

APA, Harvard, Vancouver, ISO, and other styles

4

Dalbey, John, and Marcia C. Linn. "Cognitive Consequences of Programming: Augmentations to Basic Instruction." Journal of Educational Computing Research 2, no. 1 (1986): 75–93. http://dx.doi.org/10.2190/8q3h-cvb1-88br-vv2q.

Full text

Abstract:

A study of junior high students was undertaken to investigate the cognitive outcomes of a first course in computer programming. A model for understanding the learning outcomes is presented, called the chain of cognitive consequences. This model describes the knowledge and skills that potentially can be gained from programming. The model suggests how programming instruction could be augmented so as to focus on higher cognitive skills. An experimental design was implemented which compared two “augmentations” to traditional BASIC instruction. Three important findings were modest achievement score

APA, Harvard, Vancouver, ISO, and other styles

5

Scheraga, Joel D. "Instruction in Economics Through Simulated Computer Programming." Journal of Economic Education 17, no. 2 (1986): 129. http://dx.doi.org/10.2307/1182069.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Scheraga, Joel D. "Instruction in Economics Through Simulated Computer Programming." Journal of Economic Education 17, no. 2 (1986): 129–39. http://dx.doi.org/10.1080/00220485.1986.10845156.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Bondarev, Volodymyr, and Oleksandr Osyka. "PORTAL FOR INTRODUCTORY INSTRUCTION IN COMPUTER PROGRAMMING." ГРААЛЬ НАУКИ, no. 4 (May 15, 2021): 274–84. http://dx.doi.org/10.36074/grail-of-science.07.05.2021.050.

Full text

Abstract:

The task of the project was to create an Internet-based universal set of services for a study course “Computer programming” and alike. The services support various academic activities: lectures, tests, tutorials, labs, and unsupervised students work in the course. Many services are united around a database of computer programming problems. Instructors and students are provided with different tools. Instructors use services that help in preparation for classes, automate knowledge monitoring, check the authenticity of problem solutions, work for study motivation of students, etc. Students get ac

APA, Harvard, Vancouver, ISO, and other styles

8

Petosa, Rita L. "The Benefits of Computer Programming in Developing Algorithmic Thinking." Mathematics Teacher 78, no. 2 (1985): 128–30. http://dx.doi.org/10.5951/mt.78.2.0128.

Full text

Abstract:

Our school has not adopted a computer literacy course. Instead, we have opted to direct students’ interest in computers toward the study of mathematics. That is, we have infused an ongoing component of instruction in computer programming into our mathematics curriculum with interesting results.

APA, Harvard, Vancouver, ISO, and other styles

9

Mandinach, Ellen B., and Marcia C. Linn. "Cognitive Consequences of Programming: Achievements of Experienced and Talented Programmers." Journal of Educational Computing Research 3, no. 1 (1987): 53–72. http://dx.doi.org/10.2190/tj7e-nntb-pcnc-4lru.

Full text

Abstract:

To understand the factors leading to success in programming courses it is helpful to examine the background of successful students. In this study we examined the influences of general ability, computer-related and general experience, perception of programming performance, and gender. We also studied the relationship between the form of classroom instruction and performance of successful students. Results indicated that the most successful students did not progress far along the chain of cognitive accomplishments of programming, gained their skills primarily from classroom instruction, and were

APA, Harvard, Vancouver, ISO, and other styles

10

Rushinek, Avi, Sara F. Rushinek, and Joel Stutz. "The Learning Curve: Computer Assisted Instruction and Programming." Journal of Educational Computing Research 1, no. 2 (1985): 149–55. http://dx.doi.org/10.2190/l0a7-cxr5-bg3w-mg6c.

Full text

Abstract:

The present study evaluates the learning curve of students who are learning to program in BASIC via classroom instruction supplemented by the use of Computer Assisted Instruction (CAI) software tutorials. This study identifies the “difficult to understand” areas. It concludes that some topics are significantly more difficult to understand as compared to other topics. It further appears that as the level of topic difficulty increases, the additional complexity offsets the effects of the learning phenomena, leading to a slower pace of learning more advanced topics. The understanding of such prob

APA, Harvard, Vancouver, ISO, and other styles

11

Seidman, Robert H. "Computer Programming and Logical Reasoning: Unintended Cognitive Effects." Journal of Educational Technology Systems 18, no. 2 (1989): 123–41. http://dx.doi.org/10.2190/myuy-g56t-226t-pvt0.

Full text

Abstract:

Recent research results having to do with explicit instruction in computer programming and cognitive skills indicate an increased emphasis upon the structure of the learning environment surrounding programming languages. A new research direction concerned with transfer effects due to environmental aspects of programming instruction is emerging. A conceptual analysis of the syntax and semantics of the IF-THEN [ELSE] conditional command is presented which suggests that mastering a procedural language itself (independent of environment) might have unintended, indirect, and potentially negative ef

APA, Harvard, Vancouver, ISO, and other styles

12

Wilken, Kent, Jack Liu, and Mark Heffernan. "Optimal instruction scheduling using integer programming." ACM SIGPLAN Notices 35, no. 5 (2000): 121–33. http://dx.doi.org/10.1145/358438.349318.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Gang Li, Jin Feng Wang, Kin Hong Lee, and Kwong-Sak Leung. "Instruction-Matrix-Based Genetic Programming." IEEE Transactions on Systems, Man, and Cybernetics, Part B (Cybernetics) 38, no. 4 (2008): 1036–49. http://dx.doi.org/10.1109/tsmcb.2008.922054.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Chen, Milton. "Gender and Computers: The Beneficial Effects of Experience on Attitudes." Journal of Educational Computing Research 2, no. 3 (1986): 265–82. http://dx.doi.org/10.2190/wdry-9k0f-vcp6-jccd.

Full text

Abstract:

This study examines gender differences in computer attitudes and experiences of adolescents. A sample of students from five Bay Area high schools was surveyed for their uses of computers before and during their high school years, in both formal instruction and informal settings. Adolescent males had greater total exposure to computers, based primarily on higher enrollments in computer programming classes and participation in voluntary experiences, such as home computer use. Fewer gender differences were found in enrollment in classes using computers for purposes other than programming. Overall

APA, Harvard, Vancouver, ISO, and other styles

15

Castillo, Enrique, Rosa Eva Pruneda, and MÓnica Esquivel. "Automatic generation of linear programming problems for computer aided instruction." International Journal of Mathematical Education in Science and Technology 32, no. 2 (2001): 209–32. http://dx.doi.org/10.1080/00207390010010845.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Miller, Gloria E., and Catherine Emihovich. "The Effects of Mediated Programming Instruction on Preschool Children's Self-Monitoring." Journal of Educational Computing Research 2, no. 3 (1986): 283–97. http://dx.doi.org/10.2190/cemm-lqhl-xn6d-1u15.

Full text

Abstract:

The effects of mediated Logo programming lessons on preschool childrens' comprehension monitoring was investigated in this study. Fourteen children of similar language ability, sex, and SES level were randomly assigned to either a Logo programming or a CAI control group. Logo students were presented eleven programming lessons during a three-week period. The CAI control students were exposed to computer games designed to teach prereading and math skills during the same time period. All children were taught individually or in pairs. Childrens' ability to detect embedded errors during a referenti

APA, Harvard, Vancouver, ISO, and other styles

17

Volet, S. E., and C. P. Lund. "Metacognitive Instruction in Introductory Computer Programming: A Better Explanatory Construct for Performance than Traditional Factors." Journal of Educational Computing Research 10, no. 4 (1994): 297–328. http://dx.doi.org/10.2190/9a08-y2q0-6aer-6klq.

Full text

Abstract:

This article examines the effect of metacognitive instruction on students' achievement in introductory programming courses over traditional predictors of performance. Metacognitive instruction was conceptualized as a package, aimed at inducing students to develop a metacognitive strategy relevant for computer programming via interactive teaching. The metacognitive strategy consisted of a five-step planning strategy to guide students' program planning process. The interactive teaching approach involved explicit modeling, coaching and collaborative learning. An experimental field study conducted

APA, Harvard, Vancouver, ISO, and other styles

18

Van Merriënboer, Jeroen J. G., and Marcel B. M. De Croock. "Strategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation." Journal of Educational Computing Research 8, no. 3 (1992): 365–94. http://dx.doi.org/10.2190/mjdx-9pp4-kfmt-09pm.

Full text

Abstract:

Two instructional strategies were implemented in a two-and-a-half hour computer-based training program that was designed to teach elementary turtle graphics programming techniques to novice undergraduate students ( N = 40). Learning activities that either emphasized the completion of existing programs or the generation of new programs were studied for the two strategies. In the completion group, the information needed to perform the program completion tasks appeared to be largely available in the to-be-completed programs; in the generation group, students frequently had to search for useful ex

APA, Harvard, Vancouver, ISO, and other styles

19

Salomon, Gavriel, and D. N. Perkins. "Transfer of Cognitive Skills from Programming: When and How?" Journal of Educational Computing Research 3, no. 2 (1987): 149–69. http://dx.doi.org/10.2190/6f4q-7861-qwa5-8pl1.

Full text

Abstract:

Investigations of the impact of programming instruction on cognitive skills have yielded occasional positive and many negative findings. To interpret the mixed results, we describe two distinct mechanisms of transfer–“low road” transfer, resulting from extensive practice and automatization, and “high road” transfer, resulting from mindful generalization. High road transfer seems implicated where positive impacts of programming have been found; insufficient practice and little provocation of mindful abstraction are characteristic of investigations not demonstrating transfer. Our discussion affi

APA, Harvard, Vancouver, ISO, and other styles

20

Halim, Fransiscus Ati. "Application Software For Learning CPU Process of Interrupt and I/O Operation." International Journal of New Media Technology 4, no. 2 (2017): 69–74. http://dx.doi.org/10.31937/ijnmt.v4i2.782.

Full text

Abstract:

The purpose of this research is to have simulation software capable of processing interrupt instruction and I/O operation that in the future it can contribute in developing a kernel. Interrupt and I/O operation are necessary in the development of the kernel system. Kernel is a medium for hardware and software to communicate. However, Not many application software which helps the learner to understand interrupt process. In managing the hardware, there are times when some kind of condition exist in the system that needs attention of processor or in this case kernel which managing the hardware. I

APA, Harvard, Vancouver, ISO, and other styles

21

Hajduk, Nancy Ann, and Mingyuan Zhang. "The Impact of Technology Factors Beyond School on Eighth-Grade Math Achievement." International Research in Higher Education 5, no. 2 (2020): 1. http://dx.doi.org/10.5430/irhe.v5n2p1.

Full text

Abstract:

This study examined the relationship between technology factors students use beyond school and their standardized math assessment scores. Student frequency of seeking math help online, playing digital games involving math, and programming computers outside of school were studied. An analysis of data taken from the National Assessment of Educational Progress (NAEP) dataset was done to compare student responses from survey data to mathematics achievement scores of 8th-grade students. This secondary data analysis was completed using multiple t-tests to compare means and determine significance. Re

APA, Harvard, Vancouver, ISO, and other styles

22

Xie, Benjamin, Dastyni Loksa, Greg L. Nelson, et al. "A theory of instruction for introductory programming skills." Computer Science Education 29, no. 2-3 (2019): 205–53. http://dx.doi.org/10.1080/08993408.2019.1565235.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Upah, Sylvester, and Rex Thomas. "An Investigation of Manipulative Models on the Learning of Programming Loops." Journal of Educational Computing Research 9, no. 3 (1993): 397–412. http://dx.doi.org/10.2190/v5yj-76dx-ecl6-r851.

Full text

Abstract:

In this study of the learning of programming, two computer-based simulations (manipulative models) of program loops were compared with a computer-based tutorial combined with paper-and-pencil exercises. For the treatment group, one simulation was used prior to and one following classroom instruction on the WHILE-DO and REPEAT-UNTIL looping constructs. For the control group, the tutorial preceded classroom instruction, which was followed by the paper-and-pencil exercises. Students using the manipulative models were more successful in applying their knowledge of loops to a situation requiring tr

APA, Harvard, Vancouver, ISO, and other styles

24

Taylor, Matthew S. "Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities." Journal of Special Education 52, no. 2 (2018): 78–88. http://dx.doi.org/10.1177/0022466918761120.

Full text

Abstract:

Researchers suggest students in early elementary grade levels are active learners and creators and need to be exposed to science, technology, engineering, and mathematics (STEM) curriculum. The need for student understanding in STEM curriculum is well-documented, and positive results in robotics and computer programming are leading researchers and policy makers to introduce new standards in education. The purpose of this single-case design study is to research the potential for PreK-1st grade students with intellectual disabilities (ID) to learn skills in computer programming through explicit

APA, Harvard, Vancouver, ISO, and other styles

25

Saidi, Houshmand. "The Impact of Advance Organizers upon Students' Achievement in Computer-Assisted Video Instruction." Journal of Educational Technology Systems 22, no. 1 (1993): 29–38. http://dx.doi.org/10.2190/pqxy-m6nt-ut6b-r618.

Full text

Abstract:

One of the newer tools for instruction today is Computer-Assisted Video Instruction (CAVI). The focus of this study was the impact of advance organizers as an instructional strategy upon students' achievement in CAVI. Specifically, this research examined the increase of students' rule-learning when exposed to advance organizers presented in a CAVI mediated lesson. It was hypothesized that subjects who receive the advance organizer treatment in a CAVI mediated lesson would achieve higher mean rule-learning test scores than those who do not receive the advance organizer treatment. To test the hy

APA, Harvard, Vancouver, ISO, and other styles

26

Johanson, Roger P. "Computers, Cognition and Curriculum: Retrospect and Prospect." Journal of Educational Computing Research 4, no. 1 (1988): 1–30. http://dx.doi.org/10.2190/5wmc-4kbj-rgg4-3khh.

Full text

Abstract:

Spearheaded by the writings of Seymour Papert, many educators have looked to computer use in education to usher in a new era in which the development of higher-order thinking skills would be promoted in schools. Early research aimed at showing the positive effects of programming instruction on students' thinking skills was not encouraging. More recent research is only somewhat more promising. This article begins with a summary and critique of the research, advancing eight hypotheses regarding the general failure of the research to confirm the expectations. Two major claims are made. The first

APA, Harvard, Vancouver, ISO, and other styles

27

Block, Evelyn B., Debra L. Simpson, and D. Kim Reid. "Teaching Young Children Programming and Word Processing Skills: The Effects of Three Preparatory Conditions." Journal of Educational Computing Research 3, no. 4 (1987): 435–42. http://dx.doi.org/10.2190/twkv-24ar-h12k-mfrl.

Full text

Abstract:

Ninety-two students from kindergarten, first, and second grades participated in the study. Students were randomly assigned to one of three preparatory groups: Computer Assisted Instruction (CAI), Keyboard Instruction (KEY), and Robot Instruction (ROB). Students were regrouped for instruction in LOGO and word processing, which continued until children met ending criteria. New LOGO and writing tasks were presented and the students' performances compared across preparatory conditions. Results indicated that students in the KEY groups obtained the highest scores on the LOGO and writing tasks, foll

APA, Harvard, Vancouver, ISO, and other styles

28

Fay, Anne Louise, and Richard E. Mayer. "Benefits of Teaching Design Skills before Teaching Logo Computer Programming: Evidence for Syntax-Independent Learning." Journal of Educational Computing Research 11, no. 3 (1994): 187–210. http://dx.doi.org/10.2190/5mn5-p7lw-jrb4-w9t5.

Full text

Abstract:

We compared two groups of twenty computer-naive college students as they received instruction and practice in writing Logo programs. The design group received pretraining in general design principles such as modularity (breaking a procedure into parts) and reusability (using the same subprocedure more than once) presented in English whereas the no-design group did not. On programming assignments during Logo learning, the design group generated more revision cycles, more test runs, more syntax errors, and more input lines than the no-design group; and the design group wrote final programs that

APA, Harvard, Vancouver, ISO, and other styles

29

Segal, Judith, and Khurshid Ahmad. "The Role of Examples in the Teaching of Programming Languages." Journal of Educational Computing Research 9, no. 1 (1993): 115–29. http://dx.doi.org/10.2190/x63f-x1qx-v4kl-bjex.

Full text

Abstract:

A common assumption made by teachers of programming languages, especially those teaching adults, is that their primary (core) teaching material consists of text, by which we mean rules, instructions, explanations, and discussions. Worked examples are seen as secondary, serving merely to illustrate the core material. We present evidence to demonstrate that young adult students do not share this assumption. Given instruction in the form of demonstrably clear text and worked examples, they do not treat the text as the primary source of information, but rather seem to focus on the worked examples.

APA, Harvard, Vancouver, ISO, and other styles

30

Perkins, D. N., Chris Hancock, Renee Hobbs, Fay Martin, and Rebecca Simmons. "Conditions of Learning in Novice Programmers." Journal of Educational Computing Research 2, no. 1 (1986): 37–55. http://dx.doi.org/10.2190/gujt-jcbj-q6qu-q9pl.

Full text

Abstract:

Under normal instructional circumstances, some youngsters learn programming in BASIC or LOGO much better than others. Clinical investigations of novice programmers suggest that this happens in part because different students bring different patterns of learning to the programming context. Many students disengage from the task whenever trouble occurs, neglect to track closely what their programs do by reading back the code as they write it, try to repair buggy programs by haphazardly tinkering with the code, or have difficulty breaking problems down into parts suitable for separate chunks of co

APA, Harvard, Vancouver, ISO, and other styles

31

McGrath, Diane. "Programming and Problem Solving: Will Two Languages Do it?" Journal of Educational Computing Research 4, no. 4 (1988): 467–84. http://dx.doi.org/10.2190/nqmu-9aed-rdd7-4r5n.

Full text

Abstract:

High school students learning a second programming language, students learning a first language, and students receiving no programming instruction were compared to determine whether instruction in a second language helps produce transfer of problem-solving skills. Approximately half of each programming group received a two-week problem-solving intervention. Six problem-solving measures were used: use of re-useable procedures, solution of problems by analogy, solution of Hanoi-like problems (recursive procedures), creative problem solving, use of the biconditional, and debugging. Students recei

APA, Harvard, Vancouver, ISO, and other styles

32

Cetin, Ibrahim. "Preservice Teachers’ Introduction to Computing." Journal of Educational Computing Research 54, no. 7 (2016): 997–1021. http://dx.doi.org/10.1177/0735633116642774.

Full text

Abstract:

Computational thinking has been gaining new impetus in the academic community and in K-12 level education. Scratch is a visual programming environment that can be utilized to teach and learn introductory computing concepts. There are some studies investigating the effectiveness of Scratch for K-12 level education. However, studies that have been conducted at the collegiate level, especially in the context of preservice computing teacher education, are very rare. The present study aimed to investigate the effect of Scratch-based instruction on preservice teachers’ understanding of basic program

APA, Harvard, Vancouver, ISO, and other styles

33

Whitney, Michael, Heather Richter Lipford, Bill Chu, and Tyler Thomas. "Embedding Secure Coding Instruction Into the IDE: Complementing Early and Intermediate CS Courses With ESIDE." Journal of Educational Computing Research 56, no. 3 (2017): 415–38. http://dx.doi.org/10.1177/0735633117708816.

Full text

Abstract:

Many of the software security vulnerabilities that people face today can be remediated through secure coding practices. A critical step toward the practice of secure coding is ensuring that our computing students are educated on these practices. We argue that secure coding education needs to be included across a computing curriculum. We are examining an approach that complements traditional classroom instruction by turning the student’s integrated development environment into an educational resource for secure coding instruction. In this article, we report on two formative and one summative st

APA, Harvard, Vancouver, ISO, and other styles

34

Poe, Stephen E. "SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING." HortScience 31, no. 3 (1996): 325e—325. http://dx.doi.org/10.21273/hortsci.31.3.325e.

Full text

Abstract:

A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring l

APA, Harvard, Vancouver, ISO, and other styles

35

Berto Nadeak and Sony Bahagia Sinaga. "Perancangan Perangkat Lunak Pembelajaran Mikroprosesor Dengan Menggunakan Metode Computer Assisted Instruction." JUKI : Jurnal Komputer dan Informatika 2, no. 2 (2021): 85–88. http://dx.doi.org/10.53842/juki.v2i2.31.

Full text

Abstract:

The microprocessor that became the machine for the IBM PC / XT microcomputers and their compatible. This processor is often referred to as simply "8088" or "8086". Although the hardware of the 8088 is slightly different from the 8086, they can be viewed as the same from a programming perspective. The Intel 8088/8086 is a 16 bit processor, meaning that the data path and registers are 16 bits in size. The addressing mode is divided into several types, among others, register addressing, immediate addressing, direct addressing and indirect addressing. In addition, in learning Assembly language, we

APA, Harvard, Vancouver, ISO, and other styles

36

Zhang, Hai Yun, Yu Gang Zhao, Zhong Wen Sima, and Yan Rong Li. "CNC Programming for 2D Image." Advanced Materials Research 591-593 (November 2012): 810–13. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.810.

Full text

Abstract:

Many parts such as craftworks and hand draw pictures were manufactured based on the image. Their shape was irregular and couldn't measure accurately. And the dimension was not labeled definitely. So the CNC machining code couldn't directly generate. The paper studied the methods and the machining performance of this kind of part. The digital image could be obtained through the scanner or the digital camera, and pretreated by computer. The digital images were transferred into the vector document and the boundary dimension parameters could be gotten. The NC instruction was generated through the

APA, Harvard, Vancouver, ISO, and other styles

37

Chrysafiadi, Konstantina, and Maria Virvou. "Fuzzy Logic for Adaptive Instruction in an E-learning Environment for Computer Programming." IEEE Transactions on Fuzzy Systems 23, no. 1 (2015): 164–77. http://dx.doi.org/10.1109/tfuzz.2014.2310242.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Thube, Komal Bhaskar. "Prophecy on Programming Language using Machine Learning Algorithms." International Journal for Research in Applied Science and Engineering Technology 9, no. VI (2021): 3699–706. http://dx.doi.org/10.22214/ijraset.2021.35746.

Full text

Abstract:

A programming language is a computer language developers use to develop software programs, scripts, or other sets of instruction for computers to execute. It is difficult to determine which programming language is widely used. In our work, I have analyzed and compared the classification results of various machine learning models and find out which programming language is widely used by developers. I have used Support Vector Machine (SVM), K neighbor classifier (KNN),Decision Tree Classifier(CART) for our comparative study. My task is to analyze different data and to classify them for the effic

APA, Harvard, Vancouver, ISO, and other styles

39

Noguchi, Takafumi, Hidekazu Kajiwara, Kazunori Chida, and Sakae Inamori. "Development of a Programming Teaching-Aid Robot with Intuitive Motion Instruction Set." Journal of Robotics and Mechatronics 29, no. 6 (2017): 980–91. http://dx.doi.org/10.20965/jrm.2017.p0980.

Full text

Abstract:

A robot that consists of a compact disc (CD) and an embedded microcomputer has been developed as a robotics learning tool for elementary and junior high school students. The students can program the robot to draw a variety of shapes by placing a pen in the center hole of the CD. As the movement track of the robot can be recorded, the students can preserve their devised program execution results. In addition, intuitive instructions can be used to control the robot. This allows to input the program by operating several push-button switches. The program instructions can be viewed on the robot’s 8

APA, Harvard, Vancouver, ISO, and other styles

40

Lee, Mi Ok C., and Ann Thompson. "Guided Instruction in Logo Programming and the Development of Cognitive Monitoring Strategies among College Students." Journal of Educational Computing Research 16, no. 2 (1997): 125–44. http://dx.doi.org/10.2190/pw3f-hlfd-1nnj-h77q.

Full text

Abstract:

This research examined whether an approach to teaching Logo programming that directly guided the student in the use of cognitive monitoring skills and the transfer of those skills would lead to increased cognitive monitoring and problem-solving skills. For this study, college students received either a guided approach to teaching Logo or a more traditional discovery approach. The results of this study demonstrated that guided instruction in Logo led to increased comprehension monitoring on both near transfer and far transfer tasks. Guided instruction in Logo programming also contributed to the

APA, Harvard, Vancouver, ISO, and other styles

41

Schwartz, Steven, D. N. Perkins, Greg Estey, John Kruidenier, and Rebecca Simmons. "A “Metacourse” for Basic: Assessing a New Model for Enhancing Instruction." Journal of Educational Computing Research 5, no. 3 (1989): 263–97. http://dx.doi.org/10.2190/mjy6-kf47-lw61-ex8m.

Full text

Abstract:

In response to a number of difficulties many beginners exhibit in trying to master a programming language such as BASIC or LOGO, a “metacourse” was developed to be integrated into a teacher's normal course materials as an enriching “vitamin shot.” The metacourse in BASIC consists of mental models, problem-solving strategies, key concepts, and other structures that may help students to understand more deeply and wield more artfully the knowledge they are acquiring during their regular instruction in BASIC. Highly encouraging results, in terms of increased mastery of BASIC, were found in two lar

APA, Harvard, Vancouver, ISO, and other styles

42

Alkaria, Ahmed, and Riyadh Alhassan. "The Effect of In-service Training of Computer Science Teachers on Scratch Programming Language Skills Using an Electronic Learning Platform on Programming Skills and the Attitudes towards Teaching Programming." Journal of Education and Training Studies 5, no. 11 (2017): 1. http://dx.doi.org/10.11114/jets.v5i11.2608.

Full text

Abstract:

This study was conducted to examine the effect of in-service training of computer science teachers in Scratch language using an electronic learning platform on acquiring programming skills and attitudes towards teaching programming. The sample of this study consisted of 40 middle school computer science teachers. They were assigned into two groups; 20 teachers were in the control group and 20 teachers in the experimental group. The study tools consist of an achievement test in Scratch programming language and a measure of attitudes toward programming instruction. After the experimental treatme

APA, Harvard, Vancouver, ISO, and other styles

43

Nichols, Lois Mayer. "The Influence of Student Computer-Ownership and in-Home Use on Achievement in an Elementary School Computer Programming Curriculum." Journal of Educational Computing Research 8, no. 4 (1992): 407–21. http://dx.doi.org/10.2190/6une-05l9-kcrh-d1nq.

Full text

Abstract:

The purpose of this study was to investigate the influence of home computer ownership and use on achievement. Ninety-six second graders and seventy-nine fifth graders were taught BASIC programming with homework for three marking periods, and Logo programming without homework for one marking period. Pretests were given in both BASIC and Logo. Posttests were administered at the end of BASIC and Logo instruction. Questionnaires were issued to assess computer use in homework completion. Students were grouped by ability, sex, and computer ownership. Posttest scores for BASIC and Logo and BASIC home

APA, Harvard, Vancouver, ISO, and other styles

44

Fleury, Ann E. "Student Beliefs about Pascal Programming." Journal of Educational Computing Research 9, no. 3 (1993): 355–71. http://dx.doi.org/10.2190/vecr-p8t6-gb10-mxj5.

Full text

Abstract:

This study examined the beliefs constructed by college students enrolled in an introductory course in Pascal programming regarding the larger programming process, including design, debugging, testing, and maintenance, as well as coding. Students rated programs on the criteria of ease of comprehension, ease of debugging and testing, ease of maintenance, modification, and extension, and quality of overall design; they also justified their ratings orally. These same interviews were repeated with expert programmers as the participants. The students' and experts' justifications showed that students

APA, Harvard, Vancouver, ISO, and other styles

45

Mandinach, Ellen B., and Marcia C. Linn. "The Cognitive Effects of Computer Learning Environments." Journal of Educational Computing Research 2, no. 4 (1986): 411–27. http://dx.doi.org/10.2190/tvfd-b7t8-gubf-fw86.

Full text

Abstract:

The potential cognitive consequences of computers in education are just starting to emerge. The power and capabilities of computers change rapidly. Researchers often working with outmoded computer learning environments have just begun to catalog and analyze the activities that occur in these situations. There is clear agreement that computers can help students learn to solve problems and that computers might help to ameliorate the dearth of problem-solving activities in classrooms. A useful way to think about the potential advantages of the computer learning environments is in terms of a chain

APA, Harvard, Vancouver, ISO, and other styles

46

Yamanishi, Teruya, Kazutomi Sugihara, Kazumasa Ohkuma, and Katsuji Uosaki. "Programming instruction using a micro robot as a teaching tool." Computer Applications in Engineering Education 23, no. 1 (2013): 109–16. http://dx.doi.org/10.1002/cae.21582.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Hung, Yen-Chu. "The Effect of Problem-Solving Instruction on Computer Engineering Majors' Performance in Verilog Programming." IEEE Transactions on Education 51, no. 1 (2008): 131–37. http://dx.doi.org/10.1109/te.2007.906912.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Hooshyar, Danial, Rodina Binti Ahmad, Minhong Wang, Moslem Yousefi, Moein Fathi, and Heuiseok Lim. "Development and Evaluation of a Game-Based Bayesian Intelligent Tutoring System for Teaching Programming." Journal of Educational Computing Research 56, no. 6 (2017): 775–801. http://dx.doi.org/10.1177/0735633117731872.

Full text

Abstract:

Games with educational purposes usually follow a computer-assisted instruction concept that is predefined and rigid, offering no adaptability to each student. To overcome such problem, some ideas from Intelligent Tutoring Systems have been used in educational games such as teaching introductory programming. The objective of this study was to advance Online Game-based Bayesian Intelligent Tutoring System (OGITS) to enhance programming acquisition and online information searching skills, thus improving students’ ability in web-based problem solving through board games. The study sample comprised

APA, Harvard, Vancouver, ISO, and other styles

49

Grandgenett, Neal, and Ann Thompson. "Effects of Guided Programming Instruction on the Transfer of Analogical Reasoning." Journal of Educational Computing Research 7, no. 3 (1991): 293–308. http://dx.doi.org/10.2190/ckgg-ekp5-34yw-ykhb.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Putnam, Ralph T., D. Sleeman, Juliet A. Baxter, and Laiani K. Kuspa. "A Summary of Misconceptions of High School Basic Programmers." Journal of Educational Computing Research 2, no. 4 (1986): 459–72. http://dx.doi.org/10.2190/fgn9-dj2f-86v8-3fau.

Full text

Abstract:

This study examined high school students' knowledge about constructs in the BASIC programming language. A screening test was administered to ninety-six students, fifty-six of whom were interviewed. Students were asked to trace simple programs and predict their output. Errors in virtually all BASIC constructs we examined were observed, with many of the misconceptions arising from the application of knowledge and reasoning from informal domains to programming. It is argued that a lack of knowledge of basic features of programming language will prevent students from developing the higher-level co

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!