The effects of advisement in computer programming on students' ability to solve a synthesis problem /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1988.
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| Subjects: | |
| Online Access: | ProQuest, Abstract Link to OAKTrust copy |
| Abstract: | Researchers have investigated advisement in a concept learning task and in a rule learning task. Considering a hierarchy of learning strategies, the investigation of the effects of advisement in a higher order rules task or a synthesis task is the next natural subject of investigation. The major purpose of this study was to probe the effects of advisement on achievement, time to completion, and trials to completion of a synthesis task in computer programming. This study was conducted to see whether students with advisement perform better in terms of achievement, time and trials on a synthesis task in computer programming than students without advisement. Also of interest was whether under the advisement condition students with learner control perform better than students without learner control. The context of this research was that of a testing situation in a programming course. The results of this work are relevant to situations other than programming or testing. Also investigated were differences in performance between achievement level and differences in performance between male and female under any treatment condition. In a synthesis programming task, students who have advisement perform better than students who do not have advisement in terms of achievement, time to completion of the task, and trials to completion of the task. This supports the work in the literature and extends the boundaries of knowledge about advisement by supplementing the previous work on rule and concept learning tasks with this investigation of synthesis tasks. We have also seen that under the advisement condition, students with learner control perform as well as students who do not have learner control in terms of achievement, time to completion of the task, and trials to completion of the task. However, the students with learner control sought advisement less frequently than the students with learner control sought advisement. The Highs took less time to complete the task, used fewer trials, and less advisement than the Lows, but achieved higher accuracy on the task. There was no apparent difference in terms of achievement, time to completion of the task, and trials to completion of the task between the work of males and females. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and Instruction." |
| Physical Description: | viii, 57 leaves ; 29 cm |
| Bibliography: | Includes bibliographical references (leaves 47-50). |