Abstract
AbstractA path model was constructed to illustrate the hypothesized causal relationship among experience in computer programming, mathematical problem solving, and other relevant variables. The model was tested with a sample of 800 high school students. Results indicated that ability had the largest causal effect on mathematical problem solving achievement. However, three variables had a moderate effect: computer programming experience, mathematics experience, and gender. The conclusion was that there was evidence to support the theory of transfer of skills from computer programming experience to mathematical problem solving.
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