Scribd
Upload
25 views10 pages

Research Proposal

Uploaded by

espejojib
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
25 views10 pages

Research Proposal

Uploaded by

espejojib
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 10

RESEARCH

PROPOSAL
(PURPOSSIVE
COMMUNICATIONS)
Title: The Impact of Programming Languages on Cognitive Development: A
Comparative Study

Author:
Jireh Bless S. Espejo
Andrei Malubay
Joshua Cadenas
Rashel Ann Quiban
Liezel Bulabog
Angel Joyce Jayma

Institution: Southern Leyte State University

Date: November 27, 2024


Abstract

This research proposal aims to investigate the impact of different programming


languages on cognitive development, particularly focusing on problem-solving, critical
thinking, and computational thinking skills. The study will compare the effects of learning
object-oriented programming (OOP) languages like Java and C# with procedural
programming languages like Python. The research will utilize a mixed-methods
approach, combining quantitative data from pre- and post-tests assessing cognitive
skills with qualitative data gathered through interviews and focus groups. The findings
will contribute to a deeper understanding of how programming language choice
influences cognitive development and provide valuable insights for educators and
curriculum developers.

Table of Contents

1. Introduction
a. Background and Problem Statement
b. Research Objectives
c. Research Questions
2. Literature Review
a. Programming and Cognitive Development
b. Object-Oriented vs. Procedural Programming
c. Existing Studies on Programming Language Impact
3. Research Design and Methods
a. Participants and Sampling
b. Data Collection Instruments
i. Pre- and Post-tests
ii. Interviews and Focus Groups
c. Data Analysis
4. Implications and Contribution to Knowledge
a. Expected Findings and Their Significance
b. Potential Applications and Recommendations
c. Limitations and Future Research Directions
5. References
Introduction

a. Background and Problem Statement

The 21st century has witnessed a profound transformation in the way we interact
with technology, driven by the ever-evolving landscape of programming. From the
intricate algorithms powering our smartphones to the complex systems governing
artificial intelligence, programming has become an indispensable force shaping our
world. This pervasive influence extends beyond the realm of technology, impacting
various aspects of our lives, from education and healthcare to finance and
entertainment. As programming permeates our daily experiences, it is essential to
understand its influence on human cognition, particularly its potential to enhance
cognitive abilities and foster critical thinking skills.

While the benefits of programming for cognitive development are widely


acknowledged, the specific impact of different programming language paradigms
remains underexplored. This research proposal aims to address this gap by
investigating the influence of object-oriented and procedural programming languages on
cognitive skills. This investigation is particularly timely given the increasing emphasis on
computational thinking in education and the growing demand for skilled programmers in
a technology-driven society.

The traditional view of programming as a technical skill focused on syntax and


code execution is evolving. Modern programming practices emphasize problem-solving,
logical reasoning, and abstract thinking, skills that are increasingly recognized as crucial
for success in a rapidly changing world. Programming languages, with their distinct
paradigms and structures, offer unique avenues for developing these cognitive abilities.

This research seeks to shed light on the nuanced relationship between


programming language choice and cognitive development. By comparing the effects of
object-oriented and procedural programming languages on cognitive skills such as
problem-solving, critical thinking, and computational thinking, this study aims to provide
valuable insights for educators, curriculum developers, and researchers. The findings
will contribute to a deeper understanding of how programming language choice
influences cognitive development and inform the design of more effective learning
strategies for programming education.

This research is not only relevant to the field of information technology but also
has broader implications for education and cognitive science. By exploring the impact of
programming on cognitive development, this study contributes to a growing body of
research that seeks to understand the interplay between technology and human
cognition. The findings will provide evidence-based recommendations for optimizing
programming education and harnessing the cognitive benefits of programming to
empower individuals in the digital age.

b. Research Objectives

This study aims to:

 Compare the effects of learning object-oriented programming languages (Java,


C#) with procedural programming languages (Python) on cognitive development.
 Identify specific cognitive skills that are significantly influenced by programming
language choice.
 Explore the underlying mechanisms by which different programming languages
impact cognitive processes.

c. Research Questions

 To what extent do object-oriented and procedural programming languages differ


in their impact on problem-solving, critical thinking, and computational thinking
skills?
 What are the specific cognitive processes that are enhanced or challenged by
each programming language paradigm?
 Are there any individual differences in the impact of programming language
choice on cognitive development.
Literature Review

a. Programming and Cognitive Development

Numerous studies have highlighted the positive impact of programming on cognitive


development. Research suggests that programming enhances problem-solving abilities,
promotes logical reasoning, and fosters critical thinking skills (Wing, 2006; DiSessa,
2000). Furthermore, programming has been shown to develop computational thinking, a
crucial skill set for navigating the digital age (Wing, 2010).

b. Object-Oriented vs. Procedural Programming

Object-oriented programming (OOP) emphasizes modularity and data encapsulation,


promoting a structured approach to problem-solving. Procedural programming, on the
other hand, focuses on a sequential execution of instructions, often leading to more
linear and less flexible solutions. The different paradigms present unique cognitive
challenges and opportunities, potentially influencing the development of specific
cognitive skills.

c. Existing Studies on Programming Language Impact

While research on programming and cognitive development is growing, studies directly


comparing the impact of different programming languages are limited. Some studies
suggest that OOP languages may be more effective in promoting certain cognitive skills,
such as abstraction and modular thinking (Kölling & Rosenberg, 2000). However, more
comprehensive research is needed to fully understand the nuanced effects of
programming language choice.
Research Design and Methods

This section will delve deeper into the specific methodologies employed in this research
to ensure a robust and comprehensive investigation of the impact of programming
languages on cognitive development.

a. Participants and Sampling

Target Population: The target population for this study will be undergraduate students
enrolled in BS Information Technology – Major in Programming at Southern Leyte State
University. This population is chosen due to its accessibility and relevance to the
research question.

Sampling Strategy: A convenience sampling approach will be utilized to recruit


participants. This method involves selecting individuals who are easily accessible and
willing to participate. The researchers will collaborate with instructors of introductory
programming courses to gain access to their students.

Sample Size: The sample size will be determined based on power analysis to ensure
sufficient statistical power for detecting significant differences between the groups. A
minimum of 5 participants per group is anticipated, resulting in a total sample size of 10
students.

Inclusion Criteria: Participants must meet the following criteria:

 BS Information Technology – Major in Programming at Southern Leyte State


University.
 Have no prior programming experience.
 Be fluent in English for effective communication during interviews and focus
groups.

Exclusion Criteria: Participants will be excluded if they:

 Have any diagnosed learning disabilities or cognitive impairments that may affect
their performance on the cognitive tests.
 Have prior experience with programming languages beyond basic introductory
level.
 Are unable to provide informed consent to participate in the study.
b. Data Collection Instruments

i. Pre- and Post-tests:

 Cognitive Tests: Standardized cognitive tests will be administered to all


participants before and after the programming courses. These tests will be
selected based on their established psychometric properties, including reliability,
validity, and sensitivity to changes in cognitive abilities.
o Problem-Solving: The Raven's Progressive Matrices (RPM) test will be
used to assess participants' non-verbal reasoning and problem-solving
abilities.
o Critical Thinking: The Watson-Glaser Critical Thinking Appraisal
(WGCTA) will be used to assess participants' abilities to analyze
arguments, identify assumptions, and draw logical conclusions.
o Computational Thinking: The Computational Thinking Skills Test (CTST)
will be used to assess participants' ability to decompose problems,
recognize patterns, and develop algorithms.

 Programming Proficiency Test: A standardized programming proficiency test


will be administered at the end of the course to assess participants'
understanding of programming concepts and their ability to apply them in
practical coding tasks.

ii. Interviews and Focus Groups:

 Semi-structured Interviews: Individual interviews will be conducted with a


subset of participants from each group to gather qualitative data on their
experiences learning different programming languages. The interviews will focus
on:
o Perceptions of the difficulty level of each programming language.
o Strategies used for problem-solving and debugging.
o Cognitive challenges and benefits experienced during the learning
process.
o Overall satisfaction with the programming language and its impact on their
cognitive skills.

 Focus Groups: Focus groups will be conducted with participants from each
group to facilitate discussions and gather collective insights on their experiences.
The focus groups will explore:
o Shared perceptions of the strengths and weaknesses of each
programming language paradigm.
o How different programming languages influenced their approaches to
problem-solving and critical thinking.
o The role of programming in developing computational thinking skills.

c. Data Analysis

Quantitative Data:

 Statistical Analysis: Data from the pre- and post-tests will be analyzed using
paired-samples t-tests to compare cognitive skills between the two groups before
and after the programming courses.
 Effect Size: Effect sizes (e.g., Cohen's d) will be calculated to quantify the
magnitude of the observed differences in cognitive skills between the groups.

Qualitative Data:

 Thematic Analysis: Interviews and focus group transcripts will be analyzed


using thematic analysis to identify recurring themes and patterns related to
participants' experiences and perceptions.
 Coding and Categorization: Data will be coded and categorized based on
emergent themes, allowing for a systematic analysis of qualitative data.

Mixed Methods Analysis:

 Triangulation: Findings from quantitative and qualitative data will be triangulated


to provide a more comprehensive understanding of the impact of programming
languages on cognitive development.
 Integration: Quantitative and qualitative data will be integrated to create a
holistic picture of the research findings and their implications.
Reference List

DiSessa, A. A. (2000). Changing minds: Computers, learning, and literacy. MIT Press.

Kölling, M., & Rosenberg, J. (2000). Introduction to programming using Java. Pearson
Education.

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.

Wing, J. M. (2010). Computational thinking and thinking about computing. Philosophical


Transactions of the Royal Society A: Mathematical, Physical and Engineering
Sciences, 368(1919), 2041-2058.

You might also like