Individual Differences in Learning Computer Programming: A Social Cognitive Approach

Yıl 2017, Cilt: 8 Sayı: 3, 195 - 213, 14.07.2017

Sacide Guzin Mazman Akar , Arif Altun

Öz

The purpose of this study is to investigate and conceptualize the ranks of importance of
social cognitive variables on university students’ computer programming performances.
Spatial ability, working memory, self-efficacy, gender, prior knowledge and the universities
students attend were taken as variables to be analyzed. The study has been conducted with
129 2nd year undergraduate students, who have taken Programming Languages-I course
from three universities. Spatial ability has been measured through mental rotation and
spatial visualization tests; working memory has been attained through the measurement of
two sub-dimensions; visual-spatial and verbal working memory. Data were analyzed
through Boosted Regression Trees and Random Forests, which are non-parametric
predictive data mining techniques. The analyses yielded a user model that would predict
students’ computer programming performance based on various social and cognitive
variables. The results yielded that the variables, which contributed to the programming
performance prediction significantly, were spatial orientation skill, spatial memory, mental
orientation, self-efficacy perception and verbal memory with equal importance weights.
Yet, the effect of prior knowledge and gender on programming performance has not been
found to be significant. The importance of ranks of variables and the proportion of predicted
variance of programming performance could be used as guidelines when designing
instruction and developing curriculum.

Anahtar Kelimeler

Improving classroom teaching, Social cognitive approach, Individual differences

Kaynakça

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