{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/71907"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/71907","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Relationship Between Learning Programming and Problem-Solving Ability","abstract":"This study is aimed to clarify the relationship between programming experience and problem-solving abilities. The students in three introductory programming courses (CS103-FORTRAN, CS105-PASCAL, CS106-BASIC) offered by the Department of Computer Science at University of Illinois Urbana-Champaign in the fall semester of 1987 served as the subjects for this one-semester long study. They were given pretests and posttests on problems in seven categories: word problem translation, word problem solution, following procedures, following directions, logical reasoning, visual ability, and verbal ability. The results of this study showed that (a) overall student problem-solving abilities were significantly improved at the level of 0.05 after they had attended a semester long programming course, (b) the logical reasoning component of the definition contributed most to the significance, and (c) the class of CS105-PASCAL in this experiment had a significant effect in improving student ability to solve word problems.","abstract_html":"This study is aimed to clarify the relationship between programming experience and problem-solving abilities. The students in three introductory programming courses (CS103-FORTRAN, CS105-PASCAL, CS106-BASIC) offered by the Department of Computer Science at University of Illinois Urbana-Champaign in the fall semester of 1987 served as the subjects for this one-semester long study. They were given pretests and posttests on problems in seven categories: word problem translation, word problem solution, following procedures, following directions, logical reasoning, visual ability, and verbal ability. The results of this study showed that (a) overall student problem-solving abilities were significantly improved at the level of 0.05 after they had attended a semester long programming course, (b) the logical reasoning component of the definition contributed most to the significance, and (c) the class of CS105-PASCAL in this experiment had a significant effect in improving student ability to solve word problems.","abstract_has_math":false,"creators":["Tu, Jho-Ju"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dennis, Richard,"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-16T21:46:23Z","date_published":"2014-12-16T21:46:23Z","updated_at":"2026-07-22T22:26:05Z","subjects":["Education, Tests and Measurements","Education, Technology of","Education, Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8908874"],"render_values":[{"text":"(UMI)AAI8908874","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/71907","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dennis, Richard,"]},{"key":"dc:creator","label":"Author","values":["Tu, Jho-Ju"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-16T21:46:23Z","10000-01-01","1988"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Tests and Measurements","Education, Technology of","Education, Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/71907","(UMI)AAI8908874"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study is aimed to clarify the relationship between programming experience and problem-solving abilities. The students in three introductory programming courses (CS103-FORTRAN, CS105-PASCAL, CS106-BASIC) offered by the Department of Computer Science at University of Illinois Urbana-Champaign in the fall semester of 1987 served as the subjects for this one-semester long study. They were given pretests and posttests on problems in seven categories: word problem translation, word problem solution, following procedures, following directions, logical reasoning, visual ability, and verbal ability. The results of this study showed that (a) overall student problem-solving abilities were significantly improved at the level of 0.05 after they had attended a semester long programming course, (b) the logical reasoning component of the definition contributed most to the significance, and (c) the class of CS105-PASCAL in this experiment had a significant effect in improving student ability to solve word problems.","Made available in DSpace on 2014-12-16T21:46:23Z (GMT). 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The students in three introductory programming courses (CS103-FORTRAN, CS105-PASCAL, CS106-BASIC) offered by the Department of Computer Science at University of Illinois Urbana-Champaign in the fall semester of 1987 served as the subjects for this one-semester long study. They were given pretests and posttests on problems in seven categories: word problem translation, word problem solution, following procedures, following directions, logical reasoning, visual ability, and verbal ability. The results of this study showed that (a) overall student problem-solving abilities were significantly improved at the level of 0.05 after they had attended a semester long programming course, (b) the logical reasoning component of the definition contributed most to the significance, and (c) the class of CS105-PASCAL in this experiment had a significant effect in improving student ability to solve word problems.","Made available in DSpace on 2014-12-16T21:46:23Z (GMT). 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