Transfer Effects of a High School Computer Programming Course on Mathematical Modeling, Procedural Comprehension, and Verbal Problem Solution

Abstract

AbstractThe purpose of this study was to investigate transfer effects of a high school BASIC programming course on skills in mathematical modeling, procedural comprehension, and verbal problem solution. The sample consisted of 44 BASIC students, 44 computer literacy students, and 44 students who had no computer training. Results indicated no significant differences in scores among groups for mathematical modeling or procedural comprehension; however, the BASIC group scored significantly higher than the other two groups on verbal problem solution (p < .01). Neither the gender x treatment interaction nor gender alone was found to be a significant source of score variance. Although the variance caused by student grade level was not significant, a significant interaction was found between group membership and grade level with respect to verbal problems (p < .02). Implications for computer education are offered.