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Ideal and actual outcomes from precollege pascal instruction
Author(s) -
Linn Marcia C.,
Sloane Kathryn D.,
Clancy Michael J.
Publication year - 1987
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660240508
Subject(s) - pascal (unit) , mathematics education , computer science , instructional design , task (project management) , programming language , pedagogy , psychology , management , economics
More systematic study of the relationship between instructional practice and learning outcomes are needed before we can build powerful instructional theories. In this study, we relate programming proficiency to instructional practice in 14 Pascal programming classes at the High School level. We found that instructional practices involves (a) extensive on‐line access, (b) explicit instruction, and (c) extensive feedback. These results help clarify the nature of time‐on‐task and encourage researchers to examine explicit instruction more closely.