The Effect of Computer Programming Instruction on The Problem Solving Ability of Pre-Service Elementary Teachers (Computer Education)
Taitt, Nancy Paul
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Permalink
https://hdl.handle.net/2142/69008
Description
Title
The Effect of Computer Programming Instruction on The Problem Solving Ability of Pre-Service Elementary Teachers (Computer Education)
Author(s)
Taitt, Nancy Paul
Issue Date
1985
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Abstract
In this quasi-experiment, the effect of a method of BASIC computer programming instruction on the problem solving abilities of preservice elementary teachers was investigated. The study, which lasted approximately ten weeks, was conducted at a midwestern state university. Random selection of the 103 participants was not possible as the subjects were already enrolled in regular university courses. The subjects in the control group were registered in "Teaching Elementary Mathematics" and experienced a geometry unit during the duration of the study. The experimental group consisted of students enrolled in the course "Microcomputers for Teachers." The treatment, instruction in BASIC computer programming, was administered to the subjects in the experimental group. It utilized an individualized, self-paced, interactive approach. Each participant operated his/her own microcomputer independently from the other subjects.
The Solomon Four-Group Design was employed to minimize the threats to both internal and external validity. Random assignment was made within both the experimental and control groups to determine who would receive the pretest. Both the effects of testing and the interaction of testing and the treatment were accounted for by this research design.
An analysis of variance technique was used on the posttest scores to test the hypothesis: elementary preservice teachers who receive self-paced individualized BASIC computer programming instruction increase their problem solving ability. The results indicated a significant (p < .0001) difference in the problem solving ability of the subjects in the two groups. The hypothesis was supported by these findings.
A serendipitous analysis of the data indicated a moderate direct relationship (r = .44) between the scores of the problem solving posttest and the scores on a programming test, administered by the instructor of the experimental group.
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