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oai:www.ideals.illinois.edu:2142/71907 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Dennis, Richard, Tu, Jho-Ju 2014-12-16T21:46:23Z 2014-12-16T21:46:23Z 10000-01-01 1988 1988 This study is aimed to clarify the relationship between programming experience and problem-solving abilities. The students in three introductory programming courses (CS103-FORTRAN, CS105-PASCAL, CS106-BASIC) offered by the Department of Computer Science at University of Illinois Urbana-Champaign in the fall semester of 1987 served as the subjects for this one-semester long study. They were given pretests and posttests on problems in seven categories: word problem translation, word problem solution, following procedures, following directions, logical reasoning, visual ability, and verbal ability. The results of this study showed that (a) overall student problem-solving abilities were significantly improved at the level of 0.05 after they had attended a semester long programming course, (b) the logical reasoning component of the definition contributed most to the significance, and (c) the class of CS105-PASCAL in this experiment had a significant effect in improving student ability to solve word problems. Made available in DSpace on 2014-12-16T21:46:23Z (GMT). No. of bitstreams: 1 8908874.pdf: 3330668 bytes, checksum: 29d12f35d995503bbc5c50b928ea4b72 (MD5) Previous issue date: 1988 Embargo set by: Seth Robbins for item 72073 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 139 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1988. http://hdl.handle.net/2142/71907 (UMI)AAI8908874 Education, Tests and Measurements Education, Technology of Education, Curriculum and Instruction The Relationship Between Learning Programming and Problem-Solving Ability text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.