Research Article
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Engineering Students’ Attitudes Towards Programming

Year 2020, Volume: 9 Issue: 4, 1064 - 1082, 22.12.2020

Melih Derya Gürer , Seyfullah Tokumacı

https://doi.org/10.30703/cije.671244
Cited By: 1

Abstract

During last decade, programming education has gained importance in a wide range from primary education to adult education. However, programming is not a new topic in engineering education compared to other disciplines and it has an important place in engineering education. It is critical to determine the attitudes towards programming, which is one of the important factors that affect the students' programming success in engineering faculties. However, it has not been researched enough. Hence, the aim of this study was to investigate engineering students’ attitudes towards computer programming. In addition, it was examined whether students' attitudes towards programming differ according to gender, department and number of courses on programming. With this aim, a survey study which is a type of quantitative research methods was adopted, and 742 higher education students studying at the engineering faculty of a state university in Turkey were the sample of this study. The data were collected through the Attitude towards Computer Programming Scale. The data were analyzed with descriptive statistics such as mean and standard deviation and non-parametric statistical tests. Using the descriptive statistics, it was found that engineering students had moderately high attitudes towards programming. Although students had middle level attitude at the cognitive dimension, they had moderately high attitudes at affective and behavioral dimensions. In addition, non-parametric tests indicated that although students' attitudes did not differ according to their gender, their attitudes differed according to their departments and the number of courses they took on programming. It could be concluded that Computer Engineering students’ attitudes towards programming were found to be higher than the students of the other engineering departments. Moreover, it was found the more courses on programming taken, the higher the attitude toward programming. In line with the results of this study, the number of programming language courses taken by engineering faculty students might be increased to improve their attitudes towards computer programming.

Keywords

Programming attitude engineering faculty gender department number of courses on programming

References

  • Abdunabi, R., Hbaci, I, & Ku, H-Y. (2019). Towards enhancing programming self-efficacy perceptions among undergraduate information systems students. Journal of Information Technology Education: Research, 18, 185-206. https://doi.org/10.28945/4308
  • Aiken, L. (2002). Attitudes and related psychosocial constructs: Theories, assessment, and research. California, USA: Sage Publications.
  • Alsadoon, E. A. (2013). Factors influencing faculty to adopt web applications in their teaching. Unpublished PhD Thesis, Ohio University, OH.
  • Altun, A., & Mazman, S. G. (2012). Programlamaya ilişkin öz yeterlilik algısı ölçeğinin Türkçe formumun geçerlilik ve güvenirlik çalışması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 3(2), 297–308.
  • Alvarado, C., Dodds, Z., & Libeskind-Hadas, R. (2012). Increasing women's participation in computing at Harvey Mudd College. ACM Inroads, 3(4), 55-64. http://dx.doi.org/10.1145/2381083.2381100.
  • Anastasiadou, S. D., & Karakos, A.S. (2011). The beliefs of electrical and computer engineering students’ regarding computer programming. The International Journal of Technology, Knowledge and Society, 7(1), 37-51.
  • Aşkar, P., & Davenport, D. (2009). An investigation of factors related to self-efficacy for java programming among engineering students. The Turkish Online Journal of Educational Technology, 8(1), 26–33.
  • Başer, M. (2013a). Attitude, gender and achievement in computer programming. Middle-East Journal of Scientific Research, 14(2), 248–255.
  • Başer, M. (2013b). Bilgisayar programlamaya karşı tutum ölçeği̇ geliştirme çalışması. The Journal of Academic Social Science Studies, 6(6), 199–215.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Yayınları.
  • Cetin, I., & Ozden, M. Y. (2015). Development of computer programming attitude scale for university students. Computer Applications in Engineering Education, 23(5), 667–672. doi:10.1002/cae.21639
  • Çatlak, Ş., Tekdal, M. & Baz, F. Ç. (2015). Scratch yazılımı i̇le programlama öğretiminin durumu: Bir doküman i̇nceleme çalışması. Journal of Instructional Technologies & Teacher Education, 4(3), 13-25.
  • Dasuki, S., & Quaye, A. (2016). Undergraduate students’ failure in programming courses in institutions of higher education in developing countries: A Nigerian perspective. The Electronic Journal of Information Systems in Developing Countries, 76(1), 1-18. https://doi.org/10.1002/j.1681-4835.2016.tb00559.x
  • Doube, W., & Lang, C. (2012). Gender and stereotypes in motivation to study computer programming for careers in multimedia. Computer Science Education, 22(1), 63–78.
  • Du, J., & Wimmer, H. (2019). Hour of Code: A study of gender differences in computing. Information Systems Education Journal, 17(4), 91-100.
  • Erol, O., & Kurt, A. A. (2017). Investigation of CEIT students’ attitudes towards programming. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(41), 314–325.
  • Field, A. (2009). Discovering Statistics Using IBM SPSS Statistics (4th Ed.). California, USA: Sage Publications
  • Gezgin, D. M. & Adnan, M. (2016). Makine mühendisliği ve ekonometri öğrencilerinin programlamaya ilişkin öz yeterlik algılarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 17(2), 509–525.
  • Godbole, S. (2014). Impact of a visual programming experience on the attitude toward programming of introductory undergraduate students. Unpublished Master’s thesis, Purdue University, IN.
  • Gunbatar, M. S. (2018). Examination of undergraduate and associate degree students’ computer programming attitude and self-efficacy according to thinking style, gender and experience. Contemporary Educational Technology, 9(4), 354-373. https://doi.org/10.30935/cet.471004
  • Gurer, M. D., Cetin, I., and Top, E. (2019). Factors affecting students' attitudes toward computer programming. Informatics in Education, 18(2), 281-296. https://doi.org/10.15388/infedu.2019.13
  • Ismail, M. N., Ngah, N. A. & Umar, I. N. (2010). Instructional strategy in the teaching of computer programming: a need assessment analyses. The Turkish Online Journal of Educational Technology, 9(2), 125– 131.
  • Jedege, P. O. (2009). Predictors of Java programming self–efficacy among engineering students in a Nigerian university. International Journal of Computer Science and Information Security, 4(1&2).
  • Karaci, A. (2016). Investigation of attitudes towards computer programming in terms of various variables. International Journal of Programming Languages and Applications (IJPLA), 6(1/2), 1-9.
  • Korkmaz, Ö. & Altun, H. (2013). Mühendislik ve BÖTE öğrencilerinin bilgisayar programlama öğrenmeye dönük tutumları. International Journal of Social Science, 6(2), 1169–1185.
  • Korkut-Owen, F., Kepir, D., Özdemi̇r, S., Ulaş, Ö., & Yılmaz, O. (2013). Üniversite öğrencilerinin bölüm seçme nedenleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 135-151.
  • Lau, W. W. F. & Yuen, A. H. K. (2009). Exploring the effects of gender and learning styles on computer programming performance: Implications for programming pedagogy. British Journal of Educational Technology, 40(4), 696–712.
  • Lee, S., Kim, J., & Lee, W. (2017). Analysis of factors affecting achievement in maker programming education in the age of wireless communication. Wireless Personal Communications, 93(1), 187–209.
  • Naraghi, M. H. N., & Bahman, L. (2001). An effective approach for teaching computerprogramming to freshman engineering students. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition.
  • Özyurt, Ö., & Özyurt, H. (2015). A study for determining computer programming students’ attitudes towards progmming and their programming self-efficacy. Journal of Theory and Practice in Education, 11(1), 51–67.
  • Patitsas, E., Craig, M., & Easterbrook, S. (2014). A historical examination of the social factors affecting female participation in computing. In Proceedings of the 2014 conference on innovation & technology in computer science education (111-116). New York, NY, USA: ACM. http://dx.doi.org/10.1145/2591708.2591731.
  • Singh, K., Allen, K. R., Scheckler, R., & Darlington, L. (2007). Women in computer-related majors: A critical synthesis of research and theory from 1994 to 2005. Review of Educational Research, 77(4), 500–533.
  • Sölpük N. (2017). The effect of attitude on student achievement. In: Karadag E. (eds) The Factors Effecting Student Achievement. Springer, Cham.
  • Stoilescu, D., & Egodawatte, G. (2010) Gender differences in the use of computers, programming, and peer interactions in computer science classrooms. Computer Science Education, 20(4), 283-300. DOI: 10.1080/08993408.2010.527691
  • Tebliğler Dergisi (2012). T.C. Tebliğler Dergisi. 01/05/2019 tarihinde http://tebligler.meb.gov.tr/index.php/tuem-sayilar/finish/76-2012/326-2662-kas-m-2012 adresinden alınmıştır.
  • Top, E., Yukselturk, E., & Cakir. R. (2011). Gender and Web 2.0 technology awareness among ICT teachers. British Journal of Educational Technology, 42(5), E106-E109
  • Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366, 3717–3725.
  • Yağcı, M. (2016). Bilişim teknolojileri (BT) öğretmen adaylarının ve bilgisayar programcılığı (BP) öğrencilerinin programlamaya karşı tutumlarının programlama öz yeterlik algılarına etkisi. Journal of Human Sciences, 13(1), 1418-1432.
  • Yılmaz, F. (2013). Meslek yüksek okulu öğrencilerinin programlama başarısını etkileyen faktörlerin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Ankara.
  • Yukselturk, E., & Altiok, S. (2016). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self‐efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48, 789-801. doi:10.1111/bjet.12453
  • Zyda, M. (2009). Computer science in the conceptual age. Communications of the ACM, 52(12), 66–72.

Mühendislik Fakültesi Öğrencilerinin Programlamaya Yönelik Tutumları

Year 2020, Volume: 9 Issue: 4, 1064 - 1082, 22.12.2020

Melih Derya Gürer , Seyfullah Tokumacı

https://doi.org/10.30703/cije.671244
Cited By: 1

Abstract

Son on yılda programlama öğretimi ilköğretimden yetişkin eğitimine kadar geniş bir kitlede önem kazanmıştır. Fakat programlama mühendislik eğitiminde diğer bilim dallarına göre yeni bir konu değildir ve önemli bir yere sahiptir. Mühendislik fakültelerinde öğrencilerin programlama başarısını etkileyen önemli faktörlerden biri olan programlamaya yönelik tutumların belirlenmesi önemli bir konudur, ancak bu konu yeterince incelenmemiştir. Dolayısıyla bu çalışma, mühendislik fakültesi öğrencilerinin programlamaya yönelik tutumlarını incelemeyi amaçlamaktadır. Ayrıca çalışmada öğrencilerin programlamaya yönelik tutumlarının cinsiyete, bölüme ve programlama üzerine alınan ders sayısına göre farklılaşıp farklılaşmadığı incelenmektedir. Bu amaçla nicel araştırma yöntemlerinden biri olan tarama çalışması tasarlanmış ve bir devlet üniversitesinin mühendislik fakültesinde öğrenim görmekte olan 742 lisans öğrencisi çalışmanın örneklemini oluşturmuştur. Verileri toplamak için Bilgisayar Programlamaya Yönelik Tutum ölçeği kullanılmıştır. Verilerin analizinde ortalama ve standart sapma testlerinin yanı sıra parametrik olmayan testler ile gruplar arası karşılaştırmalar incelenmiştir. Betimsel istatistiklerle yapılan veri analizinde öğrencilerin genel olarak programlamaya yönelik yüksek düzeyde olumlu tutuma sahip oldukları sonucuna ulaşılmıştır. Öğrenciler bilişsel boyutta orta düzeyde tutuma sahipken duyuşsal ve davranışsal boyutta ise yüksek düzeyde tutuma sahiptir. Ayrıca parametrik olmayan istatistiksel test sonuçlarına göre öğrencilerin tutumu cinsiyete göre farklılık göstermezken bölümlerine ve programlama üzerine almış oldukları ders sayısına göre farklılaşmaktadır. Bilgisayar mühendisliği öğrencilerinin programlamaya yönelik tutumlarının diğer bölüm öğrencilerinin tutumlarından daha yüksek olduğu söylenebilir. Programlama üzerine alınan ders sayısı arttıkça programlamaya yönelik tutum da artmaktadır. Çalışmanın sonuçları doğrultusunda mühendislik fakültesi öğrencilerinin programlamaya yönelik tutumlarını geliştirmek için aldıkları programlama derslerinin sayısının artırılması tavsiye edilebilir.

Keywords

Programlama tutum mühendislik fakültesi cinsiyet bölüm programlama üzerine ders sayısı

References

  • Abdunabi, R., Hbaci, I, & Ku, H-Y. (2019). Towards enhancing programming self-efficacy perceptions among undergraduate information systems students. Journal of Information Technology Education: Research, 18, 185-206. https://doi.org/10.28945/4308
  • Aiken, L. (2002). Attitudes and related psychosocial constructs: Theories, assessment, and research. California, USA: Sage Publications.
  • Alsadoon, E. A. (2013). Factors influencing faculty to adopt web applications in their teaching. Unpublished PhD Thesis, Ohio University, OH.
  • Altun, A., & Mazman, S. G. (2012). Programlamaya ilişkin öz yeterlilik algısı ölçeğinin Türkçe formumun geçerlilik ve güvenirlik çalışması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 3(2), 297–308.
  • Alvarado, C., Dodds, Z., & Libeskind-Hadas, R. (2012). Increasing women's participation in computing at Harvey Mudd College. ACM Inroads, 3(4), 55-64. http://dx.doi.org/10.1145/2381083.2381100.
  • Anastasiadou, S. D., & Karakos, A.S. (2011). The beliefs of electrical and computer engineering students’ regarding computer programming. The International Journal of Technology, Knowledge and Society, 7(1), 37-51.
  • Aşkar, P., & Davenport, D. (2009). An investigation of factors related to self-efficacy for java programming among engineering students. The Turkish Online Journal of Educational Technology, 8(1), 26–33.
  • Başer, M. (2013a). Attitude, gender and achievement in computer programming. Middle-East Journal of Scientific Research, 14(2), 248–255.
  • Başer, M. (2013b). Bilgisayar programlamaya karşı tutum ölçeği̇ geliştirme çalışması. The Journal of Academic Social Science Studies, 6(6), 199–215.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Yayınları.
  • Cetin, I., & Ozden, M. Y. (2015). Development of computer programming attitude scale for university students. Computer Applications in Engineering Education, 23(5), 667–672. doi:10.1002/cae.21639
  • Çatlak, Ş., Tekdal, M. & Baz, F. Ç. (2015). Scratch yazılımı i̇le programlama öğretiminin durumu: Bir doküman i̇nceleme çalışması. Journal of Instructional Technologies & Teacher Education, 4(3), 13-25.
  • Dasuki, S., & Quaye, A. (2016). Undergraduate students’ failure in programming courses in institutions of higher education in developing countries: A Nigerian perspective. The Electronic Journal of Information Systems in Developing Countries, 76(1), 1-18. https://doi.org/10.1002/j.1681-4835.2016.tb00559.x
  • Doube, W., & Lang, C. (2012). Gender and stereotypes in motivation to study computer programming for careers in multimedia. Computer Science Education, 22(1), 63–78.
  • Du, J., & Wimmer, H. (2019). Hour of Code: A study of gender differences in computing. Information Systems Education Journal, 17(4), 91-100.
  • Erol, O., & Kurt, A. A. (2017). Investigation of CEIT students’ attitudes towards programming. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(41), 314–325.
  • Field, A. (2009). Discovering Statistics Using IBM SPSS Statistics (4th Ed.). California, USA: Sage Publications
  • Gezgin, D. M. & Adnan, M. (2016). Makine mühendisliği ve ekonometri öğrencilerinin programlamaya ilişkin öz yeterlik algılarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 17(2), 509–525.
  • Godbole, S. (2014). Impact of a visual programming experience on the attitude toward programming of introductory undergraduate students. Unpublished Master’s thesis, Purdue University, IN.
  • Gunbatar, M. S. (2018). Examination of undergraduate and associate degree students’ computer programming attitude and self-efficacy according to thinking style, gender and experience. Contemporary Educational Technology, 9(4), 354-373. https://doi.org/10.30935/cet.471004
  • Gurer, M. D., Cetin, I., and Top, E. (2019). Factors affecting students' attitudes toward computer programming. Informatics in Education, 18(2), 281-296. https://doi.org/10.15388/infedu.2019.13
  • Ismail, M. N., Ngah, N. A. & Umar, I. N. (2010). Instructional strategy in the teaching of computer programming: a need assessment analyses. The Turkish Online Journal of Educational Technology, 9(2), 125– 131.
  • Jedege, P. O. (2009). Predictors of Java programming self–efficacy among engineering students in a Nigerian university. International Journal of Computer Science and Information Security, 4(1&2).
  • Karaci, A. (2016). Investigation of attitudes towards computer programming in terms of various variables. International Journal of Programming Languages and Applications (IJPLA), 6(1/2), 1-9.
  • Korkmaz, Ö. & Altun, H. (2013). Mühendislik ve BÖTE öğrencilerinin bilgisayar programlama öğrenmeye dönük tutumları. International Journal of Social Science, 6(2), 1169–1185.
  • Korkut-Owen, F., Kepir, D., Özdemi̇r, S., Ulaş, Ö., & Yılmaz, O. (2013). Üniversite öğrencilerinin bölüm seçme nedenleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 135-151.
  • Lau, W. W. F. & Yuen, A. H. K. (2009). Exploring the effects of gender and learning styles on computer programming performance: Implications for programming pedagogy. British Journal of Educational Technology, 40(4), 696–712.
  • Lee, S., Kim, J., & Lee, W. (2017). Analysis of factors affecting achievement in maker programming education in the age of wireless communication. Wireless Personal Communications, 93(1), 187–209.
  • Naraghi, M. H. N., & Bahman, L. (2001). An effective approach for teaching computerprogramming to freshman engineering students. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition.
  • Özyurt, Ö., & Özyurt, H. (2015). A study for determining computer programming students’ attitudes towards progmming and their programming self-efficacy. Journal of Theory and Practice in Education, 11(1), 51–67.
  • Patitsas, E., Craig, M., & Easterbrook, S. (2014). A historical examination of the social factors affecting female participation in computing. In Proceedings of the 2014 conference on innovation & technology in computer science education (111-116). New York, NY, USA: ACM. http://dx.doi.org/10.1145/2591708.2591731.
  • Singh, K., Allen, K. R., Scheckler, R., & Darlington, L. (2007). Women in computer-related majors: A critical synthesis of research and theory from 1994 to 2005. Review of Educational Research, 77(4), 500–533.
  • Sölpük N. (2017). The effect of attitude on student achievement. In: Karadag E. (eds) The Factors Effecting Student Achievement. Springer, Cham.
  • Stoilescu, D., & Egodawatte, G. (2010) Gender differences in the use of computers, programming, and peer interactions in computer science classrooms. Computer Science Education, 20(4), 283-300. DOI: 10.1080/08993408.2010.527691
  • Tebliğler Dergisi (2012). T.C. Tebliğler Dergisi. 01/05/2019 tarihinde http://tebligler.meb.gov.tr/index.php/tuem-sayilar/finish/76-2012/326-2662-kas-m-2012 adresinden alınmıştır.
  • Top, E., Yukselturk, E., & Cakir. R. (2011). Gender and Web 2.0 technology awareness among ICT teachers. British Journal of Educational Technology, 42(5), E106-E109
  • Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366, 3717–3725.
  • Yağcı, M. (2016). Bilişim teknolojileri (BT) öğretmen adaylarının ve bilgisayar programcılığı (BP) öğrencilerinin programlamaya karşı tutumlarının programlama öz yeterlik algılarına etkisi. Journal of Human Sciences, 13(1), 1418-1432.
  • Yılmaz, F. (2013). Meslek yüksek okulu öğrencilerinin programlama başarısını etkileyen faktörlerin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Ankara.
  • Yukselturk, E., & Altiok, S. (2016). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self‐efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48, 789-801. doi:10.1111/bjet.12453
  • Zyda, M. (2009). Computer science in the conceptual age. Communications of the ACM, 52(12), 66–72.
There are 41 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Melih Derya Gürer

Seyfullah Tokumacı 0000-0001-5020-3189

Publication Date December 22, 2020
Published in Issue Year 2020Volume: 9 Issue: 4

Cite

APA Gürer, M. D., & Tokumacı, S. (2020). Mühendislik Fakültesi Öğrencilerinin Programlamaya Yönelik Tutumları. Cumhuriyet Uluslararası Eğitim Dergisi, 9(4), 1064-1082. https://doi.org/10.30703/cije.671244

Cited By

Bilgisayar Mühendisliği Öğrencilerinin Algoritma Sorusu Çözümlerinin Göz İzleme Yöntemi ile İncelenmesi ve Öğrenci Görüşleri
Karaelmas Eğitim Bilimleri Dergisi
https://doi.org/10.58638/kebd.1092963
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