Exploring the Effects of Prior Knowledge and Problem-solving Clue on Array Programming

• Main Authors: Ching-Wen Tsai, 蔡清文
• Other Authors: Ming-Puu Chen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/83897133579749353784

碩士 === 國立臺灣師範大學 === 資訊教育學系在職進修碩士班 === 95 === This study examined the effects of prior knowledge and type of problem-solving clue on high-school learners’ performance of Array programming. Participants were 81 information major senior high school students and were assigned to the problem-solving-clue groups (high vs. low) by class. The results showed that (1) on the analysis of learning performance, two problem-solving-clue groups performed equally on declarative knowledge, procedure knowledge, and solved-problem knowledge, and the high prior-knowledge group performed better than the low prior-knowledge group on declarative knowledge, procedure knowledge, and solved-problem knowledge; (2) on the analysis of learning attitudes, learners showed positive attitudes toward Array learning. As for learners’ feeling of invested effort, the high problem-solving-clue group revealed higher effort than the low clue group, and the high prior-knowledge group showed higher effort than the low prior-knowledge group. As for the acceptance aspect, no matter problem-solving clue or prior knowledge did not show significant impact on the acceptance aspect. Finally, as for the helpfulness aspect, the high clue group showed higher scores than the low clue one, and there was no significant difference between the high prior-knowledge group and the low prior-knowledge group.