The interaction of computer program debugging tools, field dependence, and computer programming languages in higher education computer language courses
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| Yayımlandı: | ProQuest Dissertations and Theses (1993) |
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ProQuest Dissertations & Theses
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| Online Erişim: | Citation/Abstract Full Text - PDF |
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| 001 | 304096934 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 979-8-207-86144-9 | ||
| 035 | |a 304096934 | ||
| 045 | 0 | |b d19930101 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a Laverty, Joseph P., Jr. | |
| 245 | 1 | |a The interaction of computer program debugging tools, field dependence, and computer programming languages in higher education computer language courses | |
| 260 | |b ProQuest Dissertations & Theses |c 1993 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a This study explores the relationship between the interactive and traditional program debugging tools, field dependence, programming language and a student programmer's ability to locate and correct logic errors in BASIC and COBOL computer programs. The field dependence construct identifies field independent and field dependent individuals by differentiating the techniques they use to understand an element within the context of a given problem. Research into field dependence strongly suggests that this construct may effect the ability of an individual to perform a program debugging task. It would appear that the use of the interactive program debugger tool may provide a supplantation function in facilitating the debugging process for field dependent programmers. Two intact groups of COBOL programming students (n = 40) and two intact groups of BASIC programming students (n = 45) were randomly selected and assigned to either the interactive or traditional debugging treatments. Assignment of subjects as field dependent, field independent, or indeterminate was based upon their performance on the Group Embedded Figures Test. A program debugging posttest, consisting of five programs, was administered on a computer to students to measure the student's ability and the amount of time to locate and correct program logic errors. The total percentage score from three programming prerequisite tests was used as a covariate in this study. The findings from this study may be summarized as follows: (1) There were no statistically significant effects or interactions between the student's ability or time to correct program logic errors, and the use of program debugging tools, field dependence or programming languages. (2) Programming prerequisite skills were significantly related to the student's ability or time to correct program logic errors. Based upon.the results of this study the following recommendations can be made: (a) the use of traditional program debugging tools is an adequate instructional tool and (b) computer programming curricula should be designed to ensure that students master syntactical and algorithmic programming skills. | |
| 653 | |a Computer science | ||
| 653 | |a Educational technology | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (1993) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/304096934/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/304096934/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |