Araştırma Makalesi
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MESLEK YÜKSEKOKULU ÖĞRENCİLERİNİN PROGRAMLAMA BAŞARILARINI ETKİLEYEN FAKTÖRLERİN İNCELENMESİ

Yıl 2019, Cilt: 9 Sayı: 2, 416 - 437, 31.07.2019
https://doi.org/10.17943/etku.527202

Öz

Bu
çalışmasının amacı, meslek yüksekokulu öğrencilerinin programlama başarılarını
etkileyen faktörleri ortaya çıkarmak ve öğrencilerin programlama başarıları ile
demografik bilgileri (cinsiyet, mezun oldukları okul türü, programlamayla
ilgili geçmiş deneyimleri, genel akademik not ortalamaları), problem çözme ve
analitik düşünme becerisi, kişisel öz yeterlilik ve motivasyonları arasında
anlamlı bir ilişki bulunup bulunmadığını incelemektir. Araştırmada ilişkisel
tarama yöntemi kullanılmıştır. Araştırmanın bağımlı değişkeni öğrencilerin
programlama dersindeki akademik başarısı; bağımsız değişkenleri ise demografik
bilgiler, problem çözme ve analitik düşünme becerisi, motivasyon, öz yeterliliktir.
Araştırmada veri toplama aracı olarak demografik bilgi anketi, problem çözme
envanteri, öz düzenleyici öğrenme stratejileri ölçeği, genel öz yeterlilik
ölçeği, programlama başarı testi kullanılmıştır. Araştırma, 3 farklı meslek
yüksekokulu bilgisayar programcılığı programı 2. sınıf öğrencileri üzerinde
uygulanmıştır. Çalışmaya 195 öğrenci katılmıştır. Araştırma sonunda, cinsiyet,
okul türü, genel akademik not ortalaması ve motivasyonun programlama
başarısının anlamlı yordayıcıları olduğu bulunmuştur. Programlama başarısı
toplam varyansının %23'ü demografik özellikler, problem çözme ve analitik
düşünme becerisi, kişisel öz yeterlilik, motivasyon değişkenleriyle
açıklanabilmektedir.

Kaynakça

  • Akbaba, S. (2006). Eğitimde motivasyon. Kazım Karabekir Eğitim Fakültesi Dergisi, 13.
  • Alhazbi, S. (2016). Active blended learning to improve students’ motivation in computer programming courses: A case study Advances in engineering education in the Middle East and North Africa (pp. 187-204): Springer.
  • Alican, F. (2008). Yazılım sektörü eylem koordinasyonu: dünyadaki başarılı örneklerin incelemesi. İstanbul.
  • Alvarado, C., Umbelino, G., & Minnes, M. (2018). The persistent effect of pre-college computing experience on college CS course grades. Paper presented at the Proceedings of the 49th ACM Technical Symposium on Computer Science Education, Baltimore, Maryland, USA.
  • Arabacıoğlu, T., Bülbül, H. İ., & Filiz, A. (2007). Bilgisayar rrogramlama öğretiminde yeni bir yaklaşım. Akademik Bilişim 2007'nda sunulmuş bildiri, Kütahya.
  • Aypay, A. (2010). The adaptation study of general Self-Efficacy (GSE) Scale to Turkish. Inonu University Journal Of The Faculty Of Education, 11(2), 113-131.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Pyschologist, 37(2).
  • Başar, E. (2001). Genel öğretim yöntemleri. Samsun: Kardeşler Ofset ve Matbaa.
  • Bayraktar, G., Güngörmüş, H. A., Gülbahçe, Ö., Şahin, S., & Bastık, C. (2011). Beden eğitimi ve türkçe öğretmeni adaylarının problem çözme becerisi algı düzeyleri açısından karşılaştırılması. New World Sciences Academy, 6(2).
  • Bellardinelli, M. (1971). Criteria and educational tools in the training of programmers.
  • Bloom, B. (1995). İnsan nitelikleri ve okulda öğrenme (D. A. Özçelik, Trans. Vol. 2. Baskı). Ankara: Milli Eğitim Basımevi.
  • Büyüköztürk, Ş., Akgün, Ö. E., Kahveci, Ö., & Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Byrne, P., & Lyons, G. (2001). The effect of student attributes on success in programming. Proceedings of The 6th Annual Conference On Innovation And Technology In Computer Science Education'nda sunulmuş bildiri, Canterbury, United Kingdom.
  • Cassady, J. C. (2001). Self-reported GPA and SAT: A methodological note. Practical assessment, research & evaluation, 7(12), 1-6.
  • Chalk, P. D. (2000). Community of practice: Learning the craft of programming. Association for Computer Machinery.
  • Çatlak, Ş., Tekdal, M., & Baz, F. Ç. (2015). Scratch yazılımı ile programlama öğretiminin durumu: Bir doküman inceleme çalışması. Journal of Instructional
  • Technologies & Teacher Education, 4(3).
  • Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6).
  • Erdoğan, B. (2005). Programlama başarısı ile akademik başarı, genel yetenek, bilgisayara karşı tutum, cinsiyet ve lise türü arasındaki ilişkilerin incelenmesi. (Yayınlanmış Yüksek Lisans Tezi), Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Erdoğan, Y., Emin, A., & Kabaca, T. (2008). Exploring the psychological predictors of programming achievement. Journal of Instructional Psychology, 35(3), 264-270.
  • Fidan, N. (1986). Okulda öğretme ve öğrenme. Ankara: Kadıoğlu Matbaası.
  • Garner, S. (2003). Learning resources and tools to aid novices learn programming. Informing Science & Information Technology Education Joint Conference (INSITE)'nda sunulmuş bildiri.
  • Gawith, G. (1995). A serious look at self-efficacy: Or waking beeping Slooty. Retrieved from http://www.cegsa.sa.edu.au/conference/acec98.htm
  • Goold, A., & Rimmer, R. (2000). Factors affecting performance in first-year computing. ACM SIGCSE Bulletin, 32(2), 39-43.
  • Grant, N. S. (2003). A study on critical thinking, cognitive learning style, and gender in various information science programming classes. The 4th Conference On Information Technology'nda sunulmuş bildiri, Indiana, USA.
  • Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43.
  • Gültekin, K. (2006). Çoklu ortamın bilgisayar programlama başarısı üzerine etkisi. (Yayınlanmış Yüksek Lisans Tezi), Hacettepe Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
  • Harman, G., & Çelikler, D. (2012). Eğitimde hazır bulunuşluğun önemi üzerine bir derleme çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 1(3).
  • Heppner, P. P., & Peterson, C. H. (1982). The development and implications of a personal-problem solving ınventory. Journal Of Counseling Psychology, 29.
  • Holden, E., & Weeden, E. (2003). The impact of prior experience in an information technology programming course sequence. Conference On Information Technology Education'nda sunulmuş bildiri, Lafayette, Indiana, USA.
  • Housten, D. M. (1993). An exploration and analysis of the relationship among learning styles, teaching styles, gender and performance in a college computer science course. (Yayınlanmış Doktora Tezi), Kansas State University, Manhattan, Kansas.
  • Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructıonal strategy in the teaching of computer programming: a need assessment analyses. The Turkish Online Journal of Educational Technology, 9(2).
  • Jiau, H. C., Chen, J. C., & Ssu, K.-F. (2009). Enhancing self-motivation in learning programming using game-based simulation and metrics. IEEE Transactions on Education, 52(4), 555-562.
  • Karasar, N. (1999). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Keskinsoy, A. (2010). Mesleki liselerde görsel programlama başarısını etkileyen faktörler. (Yayınlanmış Yüksek Lisans Tezi), Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Konvalina, J., Stephens, L., & Wileman, S. (1983). Identifying factors influencing computer science aptitude and achievement. AEDS I, 16(2), 106 - 112.
  • Kuncel, N. R., Credé, M., & Thomas, L. L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature. Review of educational research, 75(1), 63-82.
  • Kurbanoğlu, S. S. (2004). Öz-yeterlik inancı ve bilgi profesyonelleri için önemi. Bilgi Dünyası, 5(2), 137.
  • Lai, A.-F., & Yang, S.-M. (2011). The learning effect of visualized programming learning on 6 th graders' problem solving and logical reasoning abilities. Paper presented at the Electrical and Control Engineering (ICECE), 2011 International Conference on, Yichang, China.
  • Lau, W. W., & Yuen, A. H. (2009). Exploring the effects of gender and learning styles on computer programming performance: implications for programming pedagogy. British Journal of Educational Technology, 40(4), 696-712.
  • Liu, M., Kang, J., Zou, W., Lee, H., Pan, Z., & Corliss, S. (2017). Using data to understand how to better design adaptive learning. Technology, Knowledge and Learning, 22(3), 271-298.
  • Malik, S. I., & Coldwell-Neilson, J. (2018). Gender differences in an introductory programming course: New teaching approach, students’ learning outcomes, and perceptions. Education and information technologies, 1-23.
  • Matthíasdóttir, Á. (2006). How to teach programming languages to novice students? Lecturing or not? International Conference on Computer Systems and Technologies'nda sunulmuş bildiri, University of Veliko Tarnovo, Bulgaria.
  • McDowell, C., Werner, L., Bullock, H. E., & Fernald, J. (2003). The impact of pair programming on student performance, perception and persistence. 25. International Conference on Software Engineering'nda sunulmuş bildiri, Portland.
  • Miliszewska, I., Venables, A., & Tan, G. (2008). Improving progression and satisfaction rates of novice computer programming students through acme -- analogy, collaboration, mentoring, and electronic support. Issues in Informing Science & Information Technology, 5, 311-323.
  • Miller, M., & Nunn, G. D. (2001). Using group discussions to improve social problem-solving and learning. Education, 121(3). Nam, D., Kim, Y., & Lee, T. (2010). The effects of scaffolding-based courseware for the Scratch programming learning on student problem solving skill. ICCE2010, 723-727.
  • Norvell, T. S., & Bruce-Lockhart, M. P. (2004). Teaching computer programming with program animation. Computer and Software Engineering Education'nda sunulmuş bildiri, Canadian Conference.
  • Olelewe, C. J., & Agomuo, E. E. (2016). Effects of B-learning and F2F learning environments on students' achievement in QBASIC programming. Computers & Education, 103, 76-86.
  • Pillay, N., & Jugoo, V. R. (2005). An investigation into student characteristics affecting novice programming performance. ACM SIGCSE, 37(4), 107 - 110.
  • Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).
  • Pioro, B. T. (2004). Performance in an introductory computer programming course as a predictor of future success for engineering and computer science majors. International Conference on Engineering Education'nda sunulmuş bildiri, Gainesville.
  • Reardon, S., & Tangney, B. (2015). Smartphones, studio-based learning, and scaffolding: Helping novices learn to program. ACM Transactions on Computing Education (TOCE), 14(4), 23.
  • Rizvi, M., Humphries, T., Major, D., Jones, M., & Lauzun, H. (2010). A CS0 course using scratch. The Journal of Computing Sciences in Colleges, 19.
  • Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education, 13(2), 137–172.
  • Schoeman, M., & Gelderblom, H. (2016). The effect of students' educational background and use of a program visualization tool in introductory programming. Paper presented at the Proceedings of the Annual Conference of the South African Institute of Computer Scientists and Information Technologists, Johannesburg, South Africa.
  • Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. Windsor, UK: NFER-Nelson. .
  • Taylan, S. (1990). Heppner’in problem çözme envanteri’nin uyarlama, geçerlik ve güvenirlik çalışmaları. (Yayınlanmamış Yüksek Lisans Tezi), Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Thomas, L., Ratcliffe, M., Woodbury, J., & Jarman, E. (2002). Learning styles and performance in the introductory programming sequence. Proceedings of The 33rd SIGCSE Technical Symposium On Computer Science Education'nda sunulmuş bildiri, New York, USA.
  • Tukiainen, M., & Mönkkönen, E. (2002). Programming aptitude testing as a prediction of learning to program. 14th Workshop of the Psychology of Programming Interest Group'nda sunulmuş bildiri, Brunel University.
  • Wang, H. Y., Huang, I., & Hwang, G. J. (2014). Effects of an integrated Scratch and project-based learning approach on the learning achievements of gifted students in computer courses. Paper presented at the Advanced Applied Informatics (IIAIAAI), 2014 IIAI 3rd International Conference on, Kitakyushu, Japan.
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
  • Winslow, L. E. (1996). Programming pedagogy – A psychological overview. SIGCSE Bulletin, 28.
  • Yalçın, B., Tetik, S., & Açıkgöz, A. (2010). Yüksekokul öğrencilerinin problem çözme becerisi algıları ile kontrol odağı düzeylerinin belirlenmesine yönelik bir araştırma. Organizasyon ve Yönetim Bilimleri Dergisi, 2(2).

INVESTIGATION OF FACTORS AFFECTING TWO-YEAR VOCATIONAL COLLEGE STUDENTS’ COMPUTER PROGRAMMING ACHIEVEMENT

Yıl 2019, Cilt: 9 Sayı: 2, 416 - 437, 31.07.2019
https://doi.org/10.17943/etku.527202

Öz

The
purpose of this study is to investigate the factors that influence the
programming success of vocational college students and to investigate the
effects of the students on programming achievement and demographic information
(gender, type of school they graduated, past experience with programming,
general academic grade point average), problem solving and analytical thinking
skills, motivations of the students. Correlational method was utilized for this
study. The dependent variables of the research is academic success in the
programming course; independent variables are demographic information,
motivation, self-sufficiency. demographic information survey, problem solving inventory
and programming success test were used as data collection tools in the
research. The research was carried out on the 2 nd grade students of 3
different vocational college computer programming programs. 195 students
participated in the study. At the end of the study, there was a significant
relationship between the students' programming achievement and gender, school
type, general academic grade point average, motivation. 23% of total
programming variance can be explained by demographic features, problem solving
and analytical thinking skills, personal self-efficacy, motivation variables.

Kaynakça

  • Akbaba, S. (2006). Eğitimde motivasyon. Kazım Karabekir Eğitim Fakültesi Dergisi, 13.
  • Alhazbi, S. (2016). Active blended learning to improve students’ motivation in computer programming courses: A case study Advances in engineering education in the Middle East and North Africa (pp. 187-204): Springer.
  • Alican, F. (2008). Yazılım sektörü eylem koordinasyonu: dünyadaki başarılı örneklerin incelemesi. İstanbul.
  • Alvarado, C., Umbelino, G., & Minnes, M. (2018). The persistent effect of pre-college computing experience on college CS course grades. Paper presented at the Proceedings of the 49th ACM Technical Symposium on Computer Science Education, Baltimore, Maryland, USA.
  • Arabacıoğlu, T., Bülbül, H. İ., & Filiz, A. (2007). Bilgisayar rrogramlama öğretiminde yeni bir yaklaşım. Akademik Bilişim 2007'nda sunulmuş bildiri, Kütahya.
  • Aypay, A. (2010). The adaptation study of general Self-Efficacy (GSE) Scale to Turkish. Inonu University Journal Of The Faculty Of Education, 11(2), 113-131.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Pyschologist, 37(2).
  • Başar, E. (2001). Genel öğretim yöntemleri. Samsun: Kardeşler Ofset ve Matbaa.
  • Bayraktar, G., Güngörmüş, H. A., Gülbahçe, Ö., Şahin, S., & Bastık, C. (2011). Beden eğitimi ve türkçe öğretmeni adaylarının problem çözme becerisi algı düzeyleri açısından karşılaştırılması. New World Sciences Academy, 6(2).
  • Bellardinelli, M. (1971). Criteria and educational tools in the training of programmers.
  • Bloom, B. (1995). İnsan nitelikleri ve okulda öğrenme (D. A. Özçelik, Trans. Vol. 2. Baskı). Ankara: Milli Eğitim Basımevi.
  • Büyüköztürk, Ş., Akgün, Ö. E., Kahveci, Ö., & Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-239.
  • Byrne, P., & Lyons, G. (2001). The effect of student attributes on success in programming. Proceedings of The 6th Annual Conference On Innovation And Technology In Computer Science Education'nda sunulmuş bildiri, Canterbury, United Kingdom.
  • Cassady, J. C. (2001). Self-reported GPA and SAT: A methodological note. Practical assessment, research & evaluation, 7(12), 1-6.
  • Chalk, P. D. (2000). Community of practice: Learning the craft of programming. Association for Computer Machinery.
  • Çatlak, Ş., Tekdal, M., & Baz, F. Ç. (2015). Scratch yazılımı ile programlama öğretiminin durumu: Bir doküman inceleme çalışması. Journal of Instructional
  • Technologies & Teacher Education, 4(3).
  • Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6).
  • Erdoğan, B. (2005). Programlama başarısı ile akademik başarı, genel yetenek, bilgisayara karşı tutum, cinsiyet ve lise türü arasındaki ilişkilerin incelenmesi. (Yayınlanmış Yüksek Lisans Tezi), Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Erdoğan, Y., Emin, A., & Kabaca, T. (2008). Exploring the psychological predictors of programming achievement. Journal of Instructional Psychology, 35(3), 264-270.
  • Fidan, N. (1986). Okulda öğretme ve öğrenme. Ankara: Kadıoğlu Matbaası.
  • Garner, S. (2003). Learning resources and tools to aid novices learn programming. Informing Science & Information Technology Education Joint Conference (INSITE)'nda sunulmuş bildiri.
  • Gawith, G. (1995). A serious look at self-efficacy: Or waking beeping Slooty. Retrieved from http://www.cegsa.sa.edu.au/conference/acec98.htm
  • Goold, A., & Rimmer, R. (2000). Factors affecting performance in first-year computing. ACM SIGCSE Bulletin, 32(2), 39-43.
  • Grant, N. S. (2003). A study on critical thinking, cognitive learning style, and gender in various information science programming classes. The 4th Conference On Information Technology'nda sunulmuş bildiri, Indiana, USA.
  • Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43.
  • Gültekin, K. (2006). Çoklu ortamın bilgisayar programlama başarısı üzerine etkisi. (Yayınlanmış Yüksek Lisans Tezi), Hacettepe Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
  • Harman, G., & Çelikler, D. (2012). Eğitimde hazır bulunuşluğun önemi üzerine bir derleme çalışması. Eğitim ve Öğretim Araştırmaları Dergisi, 1(3).
  • Heppner, P. P., & Peterson, C. H. (1982). The development and implications of a personal-problem solving ınventory. Journal Of Counseling Psychology, 29.
  • Holden, E., & Weeden, E. (2003). The impact of prior experience in an information technology programming course sequence. Conference On Information Technology Education'nda sunulmuş bildiri, Lafayette, Indiana, USA.
  • Housten, D. M. (1993). An exploration and analysis of the relationship among learning styles, teaching styles, gender and performance in a college computer science course. (Yayınlanmış Doktora Tezi), Kansas State University, Manhattan, Kansas.
  • Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). Instructıonal strategy in the teaching of computer programming: a need assessment analyses. The Turkish Online Journal of Educational Technology, 9(2).
  • Jiau, H. C., Chen, J. C., & Ssu, K.-F. (2009). Enhancing self-motivation in learning programming using game-based simulation and metrics. IEEE Transactions on Education, 52(4), 555-562.
  • Karasar, N. (1999). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Keskinsoy, A. (2010). Mesleki liselerde görsel programlama başarısını etkileyen faktörler. (Yayınlanmış Yüksek Lisans Tezi), Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Konvalina, J., Stephens, L., & Wileman, S. (1983). Identifying factors influencing computer science aptitude and achievement. AEDS I, 16(2), 106 - 112.
  • Kuncel, N. R., Credé, M., & Thomas, L. L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature. Review of educational research, 75(1), 63-82.
  • Kurbanoğlu, S. S. (2004). Öz-yeterlik inancı ve bilgi profesyonelleri için önemi. Bilgi Dünyası, 5(2), 137.
  • Lai, A.-F., & Yang, S.-M. (2011). The learning effect of visualized programming learning on 6 th graders' problem solving and logical reasoning abilities. Paper presented at the Electrical and Control Engineering (ICECE), 2011 International Conference on, Yichang, China.
  • Lau, W. W., & Yuen, A. H. (2009). Exploring the effects of gender and learning styles on computer programming performance: implications for programming pedagogy. British Journal of Educational Technology, 40(4), 696-712.
  • Liu, M., Kang, J., Zou, W., Lee, H., Pan, Z., & Corliss, S. (2017). Using data to understand how to better design adaptive learning. Technology, Knowledge and Learning, 22(3), 271-298.
  • Malik, S. I., & Coldwell-Neilson, J. (2018). Gender differences in an introductory programming course: New teaching approach, students’ learning outcomes, and perceptions. Education and information technologies, 1-23.
  • Matthíasdóttir, Á. (2006). How to teach programming languages to novice students? Lecturing or not? International Conference on Computer Systems and Technologies'nda sunulmuş bildiri, University of Veliko Tarnovo, Bulgaria.
  • McDowell, C., Werner, L., Bullock, H. E., & Fernald, J. (2003). The impact of pair programming on student performance, perception and persistence. 25. International Conference on Software Engineering'nda sunulmuş bildiri, Portland.
  • Miliszewska, I., Venables, A., & Tan, G. (2008). Improving progression and satisfaction rates of novice computer programming students through acme -- analogy, collaboration, mentoring, and electronic support. Issues in Informing Science & Information Technology, 5, 311-323.
  • Miller, M., & Nunn, G. D. (2001). Using group discussions to improve social problem-solving and learning. Education, 121(3). Nam, D., Kim, Y., & Lee, T. (2010). The effects of scaffolding-based courseware for the Scratch programming learning on student problem solving skill. ICCE2010, 723-727.
  • Norvell, T. S., & Bruce-Lockhart, M. P. (2004). Teaching computer programming with program animation. Computer and Software Engineering Education'nda sunulmuş bildiri, Canadian Conference.
  • Olelewe, C. J., & Agomuo, E. E. (2016). Effects of B-learning and F2F learning environments on students' achievement in QBASIC programming. Computers & Education, 103, 76-86.
  • Pillay, N., & Jugoo, V. R. (2005). An investigation into student characteristics affecting novice programming performance. ACM SIGCSE, 37(4), 107 - 110.
  • Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).
  • Pioro, B. T. (2004). Performance in an introductory computer programming course as a predictor of future success for engineering and computer science majors. International Conference on Engineering Education'nda sunulmuş bildiri, Gainesville.
  • Reardon, S., & Tangney, B. (2015). Smartphones, studio-based learning, and scaffolding: Helping novices learn to program. ACM Transactions on Computing Education (TOCE), 14(4), 23.
  • Rizvi, M., Humphries, T., Major, D., Jones, M., & Lauzun, H. (2010). A CS0 course using scratch. The Journal of Computing Sciences in Colleges, 19.
  • Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education, 13(2), 137–172.
  • Schoeman, M., & Gelderblom, H. (2016). The effect of students' educational background and use of a program visualization tool in introductory programming. Paper presented at the Proceedings of the Annual Conference of the South African Institute of Computer Scientists and Information Technologists, Johannesburg, South Africa.
  • Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. Windsor, UK: NFER-Nelson. .
  • Taylan, S. (1990). Heppner’in problem çözme envanteri’nin uyarlama, geçerlik ve güvenirlik çalışmaları. (Yayınlanmamış Yüksek Lisans Tezi), Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Thomas, L., Ratcliffe, M., Woodbury, J., & Jarman, E. (2002). Learning styles and performance in the introductory programming sequence. Proceedings of The 33rd SIGCSE Technical Symposium On Computer Science Education'nda sunulmuş bildiri, New York, USA.
  • Tukiainen, M., & Mönkkönen, E. (2002). Programming aptitude testing as a prediction of learning to program. 14th Workshop of the Psychology of Programming Interest Group'nda sunulmuş bildiri, Brunel University.
  • Wang, H. Y., Huang, I., & Hwang, G. J. (2014). Effects of an integrated Scratch and project-based learning approach on the learning achievements of gifted students in computer courses. Paper presented at the Advanced Applied Informatics (IIAIAAI), 2014 IIAI 3rd International Conference on, Kitakyushu, Japan.
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
  • Winslow, L. E. (1996). Programming pedagogy – A psychological overview. SIGCSE Bulletin, 28.
  • Yalçın, B., Tetik, S., & Açıkgöz, A. (2010). Yüksekokul öğrencilerinin problem çözme becerisi algıları ile kontrol odağı düzeylerinin belirlenmesine yönelik bir araştırma. Organizasyon ve Yönetim Bilimleri Dergisi, 2(2).
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Fahri Yılmaz 0000-0001-7965-6229

Hasan Çakır 0000-0002-4499-9712

Yayımlanma Tarihi 31 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 2

Kaynak Göster

APA Yılmaz, F., & Çakır, H. (2019). MESLEK YÜKSEKOKULU ÖĞRENCİLERİNİN PROGRAMLAMA BAŞARILARINI ETKİLEYEN FAKTÖRLERİN İNCELENMESİ. Eğitim Teknolojisi Kuram Ve Uygulama, 9(2), 416-437. https://doi.org/10.17943/etku.527202