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Computer education process behind computer programming the

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Computer programming concepts and programming
skills are being increasingly more recognized as beneficial abilities to have in
today’s age and society. This education of computer programming has an increasing
relevance because of the rapid growth of industry demand for programmers and
student interest in programming which therefore helps to increase the impact of
educational resources and products that can guide these students with an interest
in this field. Basic computational concepts and programming skills have been deemed
as basic fundamental curriculum for all ages and grade levels from educational
institutes (Hong, & Kim, 2014). To understand the education process behind computer
programming the educator must need to know the essentials of being a good
programmer which is having a mastery in both programming knowledge that
consists of concepts, syntax, and semantics and programming skills that consist
of strategies of general and specific skills, and strategies for integrating
abstract programming knowledge into programming tasks by planning, designing,
and implementing solutions (Robins, Rountree, & Rountree, 2003). Researchers
have also indicated to several factors that can affect a student’s programming
skills, most importantly, the lack of understanding and insufficient or
fundamental concepts of programming which can stem from inadequate educational
resources (Eckerdal, 2009). Throughout the literature, many studies have stated
and emphasized the importance of the conducting of research experiments on different
aspects of learning and its effects on student’s ability to absorb information.
Studies also indicated that the structure and content of the information
sources is also another crucial factor that affects the student’s learning
perceptions and outcomes when exposed to certain educational environments (Jonassen,
1991). However, there are a few studies that have been carried out that investigate
the effects of learning with different web resources on students’ learning
performances in computer programming courses (Jaeger & Adair, 2014). For
example, in a study a structured resource based web approach is proposed to help
the process in programming concept learning in which the experiment was
conducted to evaluate the effect of the proposed approach on the student’s
learning achievements and perceptions in the structured programming unit of a typical
high school fundamental computer programming course and reported its outcome as
a positive effect (Hsu and Hwang, 2017). 

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