The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving

Psycharis, S. and Kallia, M. (2017) The effects of computer programming on high school students’ reasoning skills and mathematical self-efficacy and problem solving. Instructional Science, 45(5), pp. 583-602. (doi: 10.1007/s11251-017-9421-5)

Full text not currently available from Enlighten.

Abstract

In this paper we investigate whether computer programming has an impact on high school student’s reasoning skills, problem solving and self-efficacy in Mathematics. The quasi-experimental design was adopted to implement the study. The sample of the research comprised 66 high school students separated into two groups, the experimental and the control group according to their educational orientation. The research findings indicate that there is a significant difference in the reasoning skills of students that participated in the “programming course” compared to students that did not. Moreover, the self-efficacy indicator of students that participated in the experimental group showed a significant difference from students in the control group. The results however, failed to support the hypothesis that computer programming significantly enhances student’s problem solving skills.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Kallia, Dr Maria
Authors: Psycharis, S., and Kallia, M.
College/School:College of Science and Engineering > School of Computing Science
Journal Name:Instructional Science
Publisher:Springer
ISSN:0020-4277
ISSN (Online):1573-1952
Published Online:27 July 2017

University Staff: Request a correction | Enlighten Editors: Update this record