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|Other Titles:||The Effects of Instructional Approach and Programming Tools on Novices' Learning Computer Programming|
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|Abstract:||本研究透過實驗教學探討教學模式（程序導向教學vs.問題導向教學）與學習工具（程序式工具vs.物件式工具）對初學者程式設計學習成效與學習態度的影響。實驗教學活動為期五週，共計200 分鐘，有效樣本132 人。學習者的學習成效依認知層次分為「學習理解」與「問題解決」，分別進行分析。學習態度則是探討學習者對實驗教學活動之學習效果滿意度、教學模式接受度、及學習工具易用度的看法。 研究發現：在程式語言學習理解成效方面，初學習者並不會因為教學模式或學習工具不同而有所差異；但是，在程式語言問題解決成效方面，教學模式與學習工具交互作用達到顯著水準；在「問題導向教學模式」搭配物件式學習工具時，初學者有最佳的問題解決表現，而在其他的教學模式與學習工具組合時，學習者的問題解決表現則無顯著差異。在學習態度方面，(1)不論教學模式或學習工具之不同，各組學習者對於教學活動的「學習效果滿意度」、「教學模式接受度」、及「學習工具易用度」都是抱持正向的態度；(2)採用「問題導向教學模式」及使用「程序式工具」的初學者對於教學模式有較高的接受度；而且，(3)初學者對於「程序式工具」的易用度有較高的評價。|
The purpose of this study was to investigate the effects of type of instructional approach and type of programming tool on novices’ learning computer programming. Two types of instructional approaches, the procedural-learning instructional approach and the problem-solving instructional approach, and two types of programming tools, the procedural-programming tool and the object-oriented tool, were employed in this study. There were 153 senior high students who participated in the 5-week web-based programming learning activity. The valid sample size of this study was 132. The performance analysis showed that (a) learners, regardless of instructional approach and programming tool, performed equally well on the comprehension test, and (b) as for problem-solving performance, the problem-solving and object-tool group outperformed the other groups. The analysis of attitudes revealed that (a) learners tended to think the received instruction was effective and they had a high degree of acceptance of it; they also thought the employed programming tool was easy to use; (b) the problem-solving approach group and the procedural-tool group showed a higher degree of acceptance of the received instruction than the other groups; and finally, (c) novices showed a greater preference for the procedural-tool than the object-tool with regard to ease-of-use.
|Appears in Collections:||師大學報|
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