Academic Achievement in Computer Programming Instruction and Effects of the Use of Visualization Tools; at the Elementary School Level
Işıl Gülmez
Şirinevler Middle School, Bursa, Turkey.
Nesrin Özdener *
Marmara University, Atatürk Faculty of Education, Department of Computer and Instructional Technologies, Istanbul, Turkey.
*Author to whom correspondence should be addressed.
Abstract
This study investigated the effects of using visualization tools in programming instruction on student success and motivation. The study also sought to determine courses that significantly correlate with elementary school students’ programming success. Two experimental groups participated in the study. One group used a flowchart model tool; the other used a narrative tool. The groups’ success at using variables, conditions and loops (a programming function that iterates a statement or condition based on specified boundaries) were compared. Results revealed that there was no difference on using variables but that there were significant differences between using conditions and loops and using narrative tools. There was no difference between the groups’ motivation. The courses which significantly correlate with students’ algorithm development success are Turkish, math, English, and information technologies.
Keywords: Visualization tools, programming instruction, academic achievement.