The Effect of Learning Support on Advanced Learners’ Problem-solving of Subroutine Programming

• Main Authors: Wen-Ping Wu, 吳文萍
• Other Authors: Ming-Puu Chen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/23165579361266482607

碩士 === 國立臺灣師範大學 === 資訊教育學系在職進修碩士班 === 95 === The purpose of this study was to examine the effects of prior knowledge and learning support on advanced learners’ problem-solving performance in subroutine programming. Fifty-five vocational high school students participated in the 3-stage programming project of this study. Participants received high learning support and low learning support by class during the project period, respectively. Participants were identified as the high pior-knowledge group and the low prior-knowledge group by the mean score of the prior-knowledget. The results showed that on the analysis of programming problem-solving performance, (a) the interaction of prior-knowledge and learning-support was not significant, (b) the high prior-knowledge group outperformed the low prior-knowledge group, (c) the high learning-support group also outperformed the low learning-support group, and furthermore, (d) the low prior-knowledge group achieved better progress in program writing than the high prior-knowledge group. On the analysis of attitudes, (a) participants showed positive attitudes toward learning from completing the programming project, (b) the high prior-knowledge learners showed more active attitudes than the low prior-knowledge learners, and finally, (c) the low learning-support learners showed more active attitudes than the high learning-support learners.