The Impact of Programming on Logical Comprehension

of Grade 12 IT Students in ICI

A RESEARCH PAPER

Presented to
The Faculty of
Iligan Computer Institute
Iligan City

In Partial Fulfillment
of the Requirements for the Subject
PRACTICAL RESEARCH 2

Johair M. Tucodan
John Ivan Bariquit
Stephany Herrera
Marlo Lariosa
Jorge Glenn Sanson
Nathaniel Simborio

APRIL 2023
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Logical comprehension is an important cognitive skill that can be applied to a

wide range of fields, including programming, mathematics, science, philosophy, and

more. It allows individuals to think critically and make informed decisions based on

sound reasoning, and is an essential skill for success in many areas of life. The early

complexity of learning programming concepts and languages, which can be

overwhelming for some students, is one of the major difficulties. Those who struggle

with these subjects may find programming more difficult because programming requires

a solid foundation in mathematics and logical ideas.

Programming education has the potential to improve students' logical

comprehension and problem-solving skills. However, problems such as difficulty with

abstract concepts, frustration with syntax and errors, lack of diversity, limited exposure

to real-world applications, and barriers to access still exist. These problems can be

addressed by prioritizing diversity, providing sufficient resources, raising awareness,

removing barriers to access, and updating programming education curriculum to better

align with the needs of today's students.

According to studies by Gomes. (2012) and Xinogalos (2016), learning

difficulties in computer programming can be caused by factors such as students'

background knowledge and attitudes, teaching and learning methods, social context, lack
of problem-solving skills and mathematical background, and programming questions

beyond students' cognitive development. To improve performance in programming

courses, high-quality instructional materials should be developed that dispel students'

difficulties and misconceptions and incorporate hands-on practice and contemporary

teaching techniques. Ultimately, writing a computer program is a challenging task that

requires changes in both students' study methods and traditional teaching approaches.

This study aims to investigate the effect of programming education on students'

logical reasoning and problem-solving skills. The study aims to identify the potential

benefits and challenges of programming education and suggest strategies to improve it.

Ultimately, the study seeks to inform programming education policies and practices to

enhance students' learning outcomes.

The duration of this study titled - The Impact of Programming on Logical

Comprehension of Grade 12 IT Students in ICI will be conducted in Second Semester of
School Year 2022-2023

Statement of the Problem

This study aims to determine the Impact of programming on the logical
comprehension of Grade 12 Information Technology students in Iligan Computer
Institute, City of Iligan.
Research Questions
1. What are the specific challenges that students face when learning to program?

2. How does programming impact the logical comprehension of the respondents?

Scope and Delimitations of the Study
This study is only focused on the impacts of programming on logical comprehension.
The primary subject of this research study will consists of the Grade 12 students enrolled
in academic year 2022-2023. The respondents will be limited to Twenty(20) Grade 12
students who are in the IT section of Iligan Computer Institute in Iligan City.

Significance of the Study

The Students. This research can benefit students by helping them understand how
programming can improve their logical reasoning skills, enhance their problem-solving
abilities, and prepare them for the increasing role of technology in their daily lives.

The Teachers. Studying the impact of programming on logical comprehension in

students is significant for several reasons. It can help educators design effective teaching
methods, enhance problem-solving skills, design inclusive curriculums, and fill the gap
in research on the relationship between programming and logical comprehension. In
short, programming can be an essential skill for students, and understanding its impact
on logical comprehension can have far-reaching implications for their academic and
professional success.

The Administrators. School administrators can benefit from this research by gaining
insights into the effectiveness of programming education in promoting logical
comprehension skills in students. They can use this knowledge to improve the quality of
education and enhance the curriculums to meet the changing demands of the job market.

Future Researchers. Future researchers can benefit from this research by building on
the findings to further explore the relationship between programming and logical
comprehension in students. They can use the insights gained from this study to develop
new research questions, methodologies, and theories that advance the field of
educational technology.
 CHAPTER 2
Related Literature
Visual programming plays an important role in programming education to
promote students’ understanding of programming and to maximize their engagement in
problem-solving (Mladenović ., 2021). Visual programming provides a programming
interface that helps students learn programming concepts and processes (Lye and Koh,
2014; Chao, 2016; Essel., 2017; Mladenović ., 2018; Scherer., 2020). In particular, Hu.
(2021) indicated that visual programming can improve student’s academic performance
with a small to medium significant overall mean effect size in this area. A visual
programming environment allows students to focus on developing and designing
programs (Mladenović., 2018; Topalli and Cagiltay, 2018), so they become more
motivated to solve programming problems without grammar constraints. Visual
programming has major learning benefits for students, including an intuitive
programming interface and reduced difficulties related to programming (Lye and Koh,
2014; Essel., 2017; Mladenović., 2018; Lindberg., 2019).

Computational thinking is a method of designing systems, solving problems, and

understanding human behavior (Wing, 2006). It includes engineering and design
thinking (effective solution developing), mathematical thinking to solve various
problems, and system thinking (system understanding and modeling). Abstraction,
decomposition, algorithms, and debugging are the CT components that most frequently
arise in the literature (Shute., 2017). The International Society for Technology in
Education (ISTE) defined CT as the common skills of algorithmic thinking, creativity,
critical thinking, cooperative thinking, problem solving, and communication skills
(ISTE, 2015). The goal of developing CT is not as a replacement for creative thinking,
critical thinking or other kinds of thinking skills, but rather to increase the skills of using
computers and algorithms to solve problems (Wing, 2011; Furber, 2012). Computational
thinking is a basic skill for all people (Wing, 2006), and will be used everywhere (Wing,
2008). Educational researchers have been actively seeking innovative methods and ways
to incorporate CT into the curriculum and encourage students to participate in CT
(Bower., 2017). They have attempted to teach and develop the knowledge and skills of
CT in different educational situations by various means including programming (Basu.,
2017; Bati, 2021), educational robotics (Chevalier., 2020; Qu and Fok, 2021), unplugged
activities (Kuo and Hsu, 2020; Huang and Looi, 2021), games/simulations (Danial.,
2021; Hooshyar., 2021), storytelling (Soleimani., 2019; Parsazadeh., 2020), and so forth.

Visual programming provides an intuitive interface that helps students learn

programming concepts and processes, improving their motivation to solve programming
problems without grammar constraints. Computational thinking is a method of designing
systems, solving problems, and understanding human behavior, and its components
include abstraction, decomposition, algorithms, and debugging. Educational researchers
have been actively seeking innovative methods and ways to incorporate CT into the
curriculum and encourage students to participate in CT through various means including
programming, educational robotics, unplugged activities, games/simulations, and
storytelling. The goal of developing CT is to increase the skills of using computers and
algorithms to solve problems, making it a basic skill for all people that will be used
everywhere.

Related Studies
Most studies use visual programming tools, such as App Inventor and Scratch,
which are closer to the representation of human language, helping students concentrate
on the logic and structure, and become involved in programming instead of being
anxious about the difficulties of writing programs (Kelleher and Pausch, 2005).
However, few studies have used Python. Wen. (2014) pointed out that Python is suitable
for cultivating students’ CT and problem-solving skills. Python has been found to be a
means of helping learners develop skills to face real-world problems (Tang., 2020). Lee
and Cho (2017) also mentioned that Python is a programming language that is of interest
to beginners and is easy to learn. It is also used as an intermediate language for
connecting modules written in other languages. At the same time, Lee and Cho
(2017) found that teaching methods that use LAP learning, collaborative learning, game-
based learning, and design-based learning environments are often used to cultivate
students’ CT. LAP learning can help learners complete tasks in a limited amount of time,
but this choice is a negative factor for students’ creativity. Pair programming is a form of
collaborative learning. Studies have shown that pair programming has a positive impact
on friend relationships, but has no effect on non-friend relationships (Werner., 2013). In
game-based learning environments, the motivation to complete a game may adversely
affect the learning of a certain level, thereby affecting learning from playing the game
(Israel-Fishelson and Hershkovitz, 2019). Unplugged programming activities allow
students to participate in computer science practice without using digital equipment,
which can solve the limitations of computer hardware equipment and students’ lack of
early programming knowledge, but this method is more suitable for the early stages of
elementary education (Sun., 2021). Design-based learning (DBL) activities, such as
interactive web design and digital storytelling, allow students to use multiple
technologies to conduct activities, which imposes heavy curriculum burdens on teachers
and adversely affects the entire process (Saritepeci, 2020). This study took a Python
programming course as the context to construct a problem-oriented learning (POL)
model to effectively promote students’ CT skills.

In this study, the focus was on the use of Python programming language as a
means of cultivating students' computational thinking (CT) skills. While previous studies
have primarily used visual programming tools, Python has been shown to be suitable
for developing CT and problem-solving skills. The researchers found that a problem-
oriented learning (POL) model was effective in promoting students' CT skills in the
Python programming course. However, the study also noted that teaching methods
using LAP learning, collaborative learning, game-based learning, and design-based
learning environments may have limitations and negative effects on creativity,
motivation, and curriculum burden.
Theoretical Framework
The PGK-hierarchy postulates that writing a computer programme to solve a
certain problem involves steps at four different levels. We will explain the four levels
using an example where a programmer is asked to programme an animation. At the
highest level, the problem level, the programmer considers the solution the problem
demands, and considers aspects of the problem such as solvability and complexity. In
our example, at this level, the programmer determines what the animation should look
like (e.g. shapes, colours, movements) and how difficult it will be to design these
components. At this level, the programmer does not yet make specific plans around
how to solve the problem. The second level is the object level. At this level, an
algorithm (a plan detailing the specific steps that must be executed by the programme)
is developed to solve the problem. Here the programmer specifies which functions or
programming objects should be created, and in which order, for the animation to be
presented as planned. Here the programmer may decide on whether to use techniques
like loops or recursion to implement particular sections of the animation. However, the
algorithm is not yet associated with a specific programming language, which happens in
the third level, the programme level. In our example, the programmer will now select
the language that best suits the algorithms and look up the specific functions in that
programming language, and will write out the code with the correct terms and syntax.
The lowest level of the PGK-hierarchy is the execution level, which is the interpretation
and execution of the algorithm by the computer. Because it does not relate to human
cognitive skills, this level is not relevant to the aims of this study.

From the PGK-hierarchy’s description (Armoni, 2013; Perrenet., 2005), the first
two levels seem to rely on algorithmic thinking (deriving a solution by defining the
specific steps necessary to solve a problem) and mathematical skills. We therefore
hypothesised that the cognitive skills shown to be important by the previous literature are
related to these two levels. In particular problem solving, algebra, logical reasoning, and
pattern recognition are relevant here. The third level of the PGK-hierarchy, the
programme level, addresses the requirement to use specific programming languages. The
relationship between specific language skills and programming performance has not yet
been empirically tested, but several researchers have argued for a connection
(Fedorenko., 2019; Floyd., 2017; Hermans & Aldewereld, 2017; Jacob &
Warschauer, 2018; Siegmund., 2014; Vee, 2013; Vogel., 2019). In addition, indirect
evidence from the second language learning literature can direct us to relevant language
skills that may predict programming success.

The PGK-hierarchy is a theoretical framework that describes the different levels

involved in writing a computer program to solve a particular problem. This theory is
important to my study because it highlights the importance of algorithmic thinking,
mathematical skills, problem solving, logical reasoning, and pattern recognition in the
first two levels of the hierarchy. These cognitive skills are also important for logical
comprehension, which is the ability to understand and reason with logical propositions
and arguments. Therefore, your study can benefit from the insights provided by the
PGK-hierarchy in understanding the cognitive processes involved in programming and
logical comprehension. Additionally, the theory suggests that language skills may also
play a role in programming performance, which may be relevant to your study if you
are investigating the effects of programming language on logical comprehension.

Conceptual Framework

INPUT
The demographic OUTPUT
PROCESS The impacts of
profile of the
Interview, analysis, programming on the
Respondents:
Documentation logical
1. Age
comprehension of
2. Gender
students
3.Grade
Definition of Terms
In order to fully understand the contents of this research, the following terms are
defined accordingly:

Programming. This term refers to the process of performing particular computations,

usually by designing and building executable computer programs. Programming
involves tasks such as analysis, generating algorithms, profiling algorithms' accuracy and
resource consumption, and the implementation of algorithms.

Programming Language. This term refers to a computer language that is used by

programmers (developers) to communicate with computers. It is a set of instructions
written in any specific language ( C, C++, Java, Python) to perform a specific task.
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Logical comprehension. This term refers to the ability to understand and apply the
principles of logic in order to analyze and evaluate arguments, statements, and ideas. It
involves the capacity to reason logically, identify fallacies, draw valid conclusions, and
make sound judgments based on evidence and reasoning

Python. Python is a high-level, general-purpose programming language. Its design

philosophy emphasizes code readability with the use of significant indentation via the
off-side rule. Python is dynamically typed and garbage-collected

Computational Thinking. This term refers to the thought processes involved in

formulating problems so their solutions can be represented as computational steps and
algorithms. In education, CT is a set of problem-solving methods that involve expressing
problems and their solutions in ways that a computer could also execute.
 CHAPTER 3
RESEARCH METHOD
This study will determine the impacts of programming on the logical
comprehension of Grade 12 students in Information Technology at the Iligan Computer
Institute, this chapter discusses the research methodologies of the study which includes
the research design, locale of the study.

Research Design
This study used case study design using semi-structured one-to-one questionnaire
was utilized for data collection. The researchers formulated a questionnaire to get a
complete understanding of the experiences of the students in learning programing. From
the questionnaire, The researchers will be able to formulate a remedial class to better
help the students understand programming.

Locale of the Study

This study is conducted in Iligan Computer Institute located at Iligan City, Lanao
Del Norte. There are multiple strands you can choose in this institute including
Information Technology which we will be our respondents for this study.
The Respondents of the Study
The respondents of this study are the Grade 12 students of Iligan Computer
Institute who are taking the Information Technology Strand. A total of 20 respondents
will be utilized in this research who will answer the 1-on-1 interview questionnaire that
the researchers provided

Sampling Procedure
Purposive sampling technique will be utilized in the selection of the Grade 12
students. The selected respondents will be notified and will be asked for their consent to
participate. After their agreement, they shall be made to answer a questionnaire on the
challenges they face when learning to program and how it impacts them.

Data Gathering Procedure

Before the data gathering was started, a request letter would be forwarded to the
Principal of Iligan Computer Institute, Iligan City, asking for permission to conduct the
research. After the approval obtained. They shall be informed of their rights and assured
of data confidentiality. Upon the consent of the respondents to join, the researchers will
now appoint schedules on the date and time that the interview will be conducted, the
researcher will be giving the respondents the questionnaires while strictly adhering to
existing Level 2 Health Protocols. After answering the questionnaire and the interview
the researchers will analyze, and interpret the results thematically.

Instrument Used
In this study the researcher uses a self-made questionnaire to determine the
impacts of programming on logical comprehension of Grade 12 students in Information
Technology at Iligan Computer Institute, Iligan City. The questionnaire paper is
designed to get a complete understanding of the experiences of students when learning to
program and how it impacts them.