• Login
    View Item 
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Teaching computer programming in intermediate schools : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University

    Icon
    View/Open Full Text
    02_whole.pdf (21.47Mb)
    01_front.pdf (5.762Mb)
    Export to EndNote
    Abstract
    This investigation concerned classroom learning of a computer programming course by Form 2 pupils in New Zealand Intermediate schools. Samples were employed representing the full range of ability levels found in such schools. The programming task was divided into a pre-coding phase and a coding phase and the capacity to perform the tasks relating to each of the two phases were postulated as separate abilities. This division was shown to be justified. Nevertheless, measures of the two abilities were found to be moderately correlated, end each also correlated moderately with a measure of mathematical attainment. Analysis of the results showed that these correlations were not due to general intelligence alone. The fine structure underlying the relationships was also examined. In the study, it was further shown that three measures of academic achievement predicted attainment in the programming course more effectively than fourteen personality measures. Some similarities and some differences were discovered between the results of this prediction study end similar studies with adults. Finally, two different teaching sequences were compared against each other and with a control group. It was established that mastery of the pre-coding phase of programming was improved by teaching, but that the place in the course where this teaching was given made no significant difference to end-of-course achievement. On the other hand, altering the timing of the instruction in the elements of the programming language was found to produce a significant difference in mastery of coding skills.
    Date
    1975
    Author
    Spence, Richard John
    Rights
    The Author
    Publisher
    Massey University
    URI
    http://hdl.handle.net/10179/3784
    Collections
    • Theses and Dissertations
    Metadata
    Show full item record

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1
     

     

    Tweets by @Massey_Research
    Information PagesContent PolicyDepositing content to MROCopyright and Access InformationDeposit LicenseDeposit License SummaryTheses FAQFile FormatsDoctoral Thesis Deposit

    Browse

    All of MROCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1