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Learning to use Functions: The Relationship Between Misconceptions and Self-Efficacy

Research output: Chapter in Book/Report/Conference proceedingConference paper

Original languageEnglish
Title of host publicationSIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education
Place of PublicationMinneapolis,
Pages752-758
Number of pages7
ISBN (Electronic)9781450358903
DOIs
Publication statusPublished - 22 Feb 2019

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King's Authors

Abstract

within computer science education; within this much attention has
been focused on exploring the difficulties and common misconceptions
that students experience when learning to program. The
study reported here has two aims: firstly, to investigate students’
misconceptions around functions by setting up a programming test
of advancing difficulty and complexity based on the Bloom and Solo
taxonomies, and secondly, to explore the impact that misconceptions
have on students’ self-efficacy in programming, along with
students’ self-evaluation and self-efficacy in computer science. Our
study revealed seven misconceptions in the area of functions, three
of which have never before been reported in the literature, to our
knowledge. Additionally, the results suggest that misconceptions
do not only prohibit students’ progress and learning but have a
significant impact on students’ self-efficacy in programming.

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