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Transfer effects of a high school computer programming course on mathematical modeling, procedural comprehension, and verbal problem solution
| Title: | Transfer effects of a high school computer programming course on mathematical modeling, procedural comprehension, and verbal problem solution. |
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| Name(s): |
Bernardo, Madeline Ann, author Florida Atlantic University, Degree grantor Morris, John D., Thesis advisor Weppner, Daniel B., Thesis advisor |
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| Type of Resource: | text | |
| Genre: | Electronic Thesis Or Dissertation | |
| Issuance: | monographic | |
| Date Issued: | 1992 | |
| Publisher: | Florida Atlantic University | |
| Place of Publication: | Boca Raton, FL | |
| Physical Form: | application/pdf | |
| Extent: | 100 p. | |
| Language(s): | English | |
| Summary: | Computers are becoming an integral part of our high school curriculum. Students use computers for computer-assisted instruction (CAI), word processing, spreadsheet and database applications, and computer programming. It is important to know the cognitive effects of each mode of computer use. The purpose of this study was to investigate transfer effects of a high school BASIC programming course on students' skills in mathematical modeling, procedural comprehension, and verbal problem solution. The sample consisted of 44 BASIC I students, 44 computer literacy students, and 44 students who had no computer training. Groups were matched on years of mathematics and on the grade received in the last mathematics course taken. Pretests and posttests were administered. Results indicated no significant differences in scores among groups for mathematical modeling or procedural comprehension; however, a significant difference was found among groups for verbal problem solution. The BASIC group scored significantly higher than the computer literacy group and the group with no exposure (p < .01). Auxiliary hypotheses examined possible interactions of group with gender, student level, prior grade received in mathematics, and years of high school mathematics. Significant main effects were found for both prior grade (p < .05) and years of mathematics (p < .05) with achievement directly related to excellence of grades and magnitude of coursework. Neither gender x treatment interaction, nor gender alone was found to be a significant source of score variance. Although the variance caused by student grade level was not significant, a significant interaction was found between group membership and grade level with respect to verbal problems. Sophomores in the literacy group scored higher than did sophomores in the nonexposure group; juniors in the nonexposure group scored higher than juniors in the computer literacy group. Suggestions for future research include studying effects (a) over an entire district, (b) on lower level mathematics students, and (c) on lower socioeconomic groups. Recommendations for computer education include teaching algebraic problem solving by computer and exposure of programming coursework to a wider population. | |
| Identifier: | 12302 (digitool), FADT12302 (IID), fau:9205 (fedora) | |
| Degree granted: | Thesis (Ed.D.)--Florida Atlantic University, 1992. | |
| Collection: | FAU Electronic Theses and Dissertations Collection | |
| Note(s): | College of Education | |
| Subject(s): |
Computer-assisted instruction Verbal learning Mathematical models Comprehension |
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| Held by: | Florida Atlantic University Libraries | |
| Persistent Link to This Record: | http://purl.flvc.org/fcla/dt/12302 | |
| Sublocation: | Digital Library | |
| Use and Reproduction: | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
| Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
| Host Institution: | FAU | |
| Is Part of Series: | Florida Atlantic University Digital Library Collections. |
