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- Publisher Website: 10.1111/j.1467-8535.2008.00847.x
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Article: Exploring the effects of gender and learning styles on computer programming performance: Implications for programming pedagogy
Title | Exploring the effects of gender and learning styles on computer programming performance: Implications for programming pedagogy |
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Authors | |
Issue Date | 2009 |
Publisher | Blackwell Publishing Ltd. The Journal's web site is located at http://www.blackwellpublishing.com/journals/BJET |
Citation | British Journal Of Educational Technology, 2009, v. 40 n. 4, p. 696-712 How to Cite? |
Abstract | Computer programming has been taught in secondary schools for more than two decades. However, little is known about how students learn to program. From the curriculum implementation perspectives, learning style helps address the issue of learner differences, resulting in a shift from a teacher-centred approach to a learner-focused approach. This study aims to investigate the effects of gender and learning styles on computer programming performance. The Gregorc Style Delineator (GSD) was employed to measure learning styles. A test was administered to assess students' programming performance. Two hundred and seventeen secondary school students of age from 14 to 19 participated in this study. Results indicated that no gender differences in programming performance were found after controlling for the effect of student ability. Academic ability had a differential effect on programming knowledge. Sequential learners in general performed better than random learners. These results suggest the importance of the ordering dimension of the GSD in influencing programming performance. Implications of the findings in relation to programming pedagogy are discussed in this paper. © 2008 British Educational Communications and Technology Agency. |
Persistent Identifier | http://hdl.handle.net/10722/85332 |
ISSN | 2023 Impact Factor: 6.7 2023 SCImago Journal Rankings: 2.425 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
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dc.contributor.author | Lau, WWF | en_HK |
dc.contributor.author | Yuen, AHK | en_HK |
dc.date.accessioned | 2010-09-06T09:03:30Z | - |
dc.date.available | 2010-09-06T09:03:30Z | - |
dc.date.issued | 2009 | en_HK |
dc.identifier.citation | British Journal Of Educational Technology, 2009, v. 40 n. 4, p. 696-712 | en_HK |
dc.identifier.issn | 0007-1013 | en_HK |
dc.identifier.uri | http://hdl.handle.net/10722/85332 | - |
dc.description.abstract | Computer programming has been taught in secondary schools for more than two decades. However, little is known about how students learn to program. From the curriculum implementation perspectives, learning style helps address the issue of learner differences, resulting in a shift from a teacher-centred approach to a learner-focused approach. This study aims to investigate the effects of gender and learning styles on computer programming performance. The Gregorc Style Delineator (GSD) was employed to measure learning styles. A test was administered to assess students' programming performance. Two hundred and seventeen secondary school students of age from 14 to 19 participated in this study. Results indicated that no gender differences in programming performance were found after controlling for the effect of student ability. Academic ability had a differential effect on programming knowledge. Sequential learners in general performed better than random learners. These results suggest the importance of the ordering dimension of the GSD in influencing programming performance. Implications of the findings in relation to programming pedagogy are discussed in this paper. © 2008 British Educational Communications and Technology Agency. | en_HK |
dc.language | eng | en_HK |
dc.publisher | Blackwell Publishing Ltd. The Journal's web site is located at http://www.blackwellpublishing.com/journals/BJET | en_HK |
dc.relation.ispartof | British Journal of Educational Technology | en_HK |
dc.rights | British Journal of Educational Technology. Copyright © Blackwell Publishing Ltd. | en_HK |
dc.title | Exploring the effects of gender and learning styles on computer programming performance: Implications for programming pedagogy | en_HK |
dc.type | Article | en_HK |
dc.identifier.openurl | http://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0007-1013&volume=40&issue=4&spage=696&epage=712&date=2009&atitle=Exploring+the+effects+of+gender+and+learning+styles+on+computer+programming+performance:+implications+for+programming+pedagogy | en_HK |
dc.identifier.email | Lau, WWF: wwflau@hku.hk | en_HK |
dc.identifier.email | Yuen, AHK: hkyuen@hku.hk | en_HK |
dc.identifier.authority | Lau, WWF=rp01723 | en_HK |
dc.identifier.authority | Yuen, AHK=rp00983 | en_HK |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1111/j.1467-8535.2008.00847.x | en_HK |
dc.identifier.scopus | eid_2-s2.0-67249092467 | en_HK |
dc.identifier.hkuros | 159555 | en_HK |
dc.identifier.hkuros | 216102 | - |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-67249092467&selection=ref&src=s&origin=recordpage | en_HK |
dc.identifier.volume | 40 | en_HK |
dc.identifier.issue | 4 | en_HK |
dc.identifier.spage | 696 | en_HK |
dc.identifier.epage | 712 | en_HK |
dc.identifier.isi | WOS:000266921500009 | - |
dc.publisher.place | United Kingdom | en_HK |
dc.identifier.scopusauthorid | Lau, WWF=26648932200 | en_HK |
dc.identifier.scopusauthorid | Yuen, AHK=8983762600 | en_HK |
dc.identifier.citeulike | 4918085 | - |
dc.identifier.issnl | 0007-1013 | - |