Assessing the impact of meta-cognitive training on students' understanding of introductory programming concepts

Basit Öğe Kaydı
dc.authorid0000-0001-5127-0471en_US
dc.authorid0000-0002-0340-6378
dc.authorid0000-0003-2225-2359
dc.contributor.authorÇetin, İbrahim
dc.contributor.authorŞendurur, Emine
dc.contributor.authorŞendurur, Polat
dc.date.accessioned2021-06-23T19:36:41Z
dc.date.available2021-06-23T19:36:41Z
dc.date.issued2014
dc.departmentBAİBÜ, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümüen_US
dc.description.abstractStudents' difficulties in learning computer programming are well documented in the literature and have been studied from different perspectives by the researchers. However, studies that have been conducted from the meta-cognition perspective are rare in the context of programming education. The current study aimed to (i) investigate the effects of a specific metacognitive training on students' programming achievement, retention of programming knowledge, and meta-cognitive awareness; and (ii) explore students' experiences and opinions related to the meta-cognitive training. There were 51 participants (28 male and 23 female) who are 2nd-year students from a public university. In the current study, a mixed methods design, specifically embedded experimental model, was utilized. The experimental group was instructed using the meta-cognitive training, and the control group was taught using traditional instruction. An achievement test, a meta-cognitive awareness inventory, and semi-structured interviews were used to collect data. The results of the study indicated that the intervention based on meta-cognition caused significantly better acquisition of introductory programming concepts. Although there was no significant difference between experimental and control groups in terms of meta-cognitive awareness, qualitative data implied some differences related to students' problem-solving ways and meta-cognitive strategies. Results of retention and post tests revealed that scores of students in experimental and control groups declined at close rates. Moreover, most of the students in the experimental group reported positive feelings toward meta-cognitive instruction. Thus, it might be said that meta-cognitive training was an effective tool to improve students' understanding of introductory programming topics as indicated by post-test scores.en_US
dc.identifier.doi10.2190/EC.50.4.d
dc.identifier.endpage524en_US
dc.identifier.issn0735-6331
dc.identifier.issn1541-4140
dc.identifier.issue4en_US
dc.identifier.startpage507en_US
dc.identifier.urihttps://doi.org/10.2190/EC.50.4.d
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8037
dc.identifier.volume50en_US
dc.identifier.wosWOS:000343793500004en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorÇetin, İbrahim
dc.language.isoenen_US
dc.publisherBaywood Publ Co Incen_US
dc.relation.ispartofJournal Of Educational Computing Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.titleAssessing the impact of meta-cognitive training on students' understanding of introductory programming conceptsen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
ibrahim-cetin.pdf
Boyut:
96.36 KB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam metin/Full text
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü Koleksiyonu