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Title: EVALUATING PROCEDURAL VERSUS CONCEPTUAL TEACHING FORMATS FOR BEGINNING AND ADVANCED PROGRAMMING STUDENTS
Authors: Lara Mahajan, Ashrita Chadeva and John Leddo
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Lara Mahajan, Ashrita Chadeva and John Leddo MyEdMaster, LLC, 13750 Sunrise Valley Drive, Herndon, VA, United States of America
MLA 8 Mahajan, Lara, et al. "EVALUATING PROCEDURAL VERSUS CONCEPTUAL TEACHING FORMATS FOR BEGINNING AND ADVANCED PROGRAMMING STUDENTS." Int. j. of Social Science and Economic Research, vol. 6, no. 4, Apr. 2021, pp. 1356-1365, doi.org/10.46609/IJSSER.2021.v06i04.016. Accessed Apr. 2021. APA 6 Mahajan, L., Chadeva, A., & Leddo, J. (2021, April). EVALUATING PROCEDURAL VERSUS CONCEPTUAL TEACHING FORMATS FOR BEGINNING AND ADVANCED PROGRAMMING STUDENTS. Int. j. of Social Science and Economic Research, 6(4), 1356-1365. Retrieved from doi.org/10.46609/IJSSER.2021.v06i04.016 Chicago Mahajan, Lara, Ashrita Chadeva, and John Leddo. "EVALUATING PROCEDURAL VERSUS CONCEPTUAL TEACHING FORMATS FOR BEGINNING AND ADVANCED PROGRAMMING STUDENTS." Int. j. of Social Science and Economic Research 6, no. 4 (April 2021), 1356-1365. Accessed April, 2021. doi.org/10.46609/IJSSER.2021.v06i04.016.
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Abstract: As computers and technologies integrate their ways into our current society, a demand for positions in these fields has increased. This demand has led to a rise in computer science and technology courses being offered ranging from elementary school to college. There have been questions raised about what teaching format results in greater mastery of the subject matter. As these courses are the building blocks of many careers, it is imperative to seek an answer. In this experiment, we set out to compare procedural and conceptual teaching formats on beginning and advanced students. 19 beginners were taught for and while loops in either a procedural or conceptual manner. 22 advanced students were taught lambda functions in either a procedural or conceptual format as well. Results showed that beginner-level students responded equally the same to procedural and conceptual teaching formats. On the other hand, advanced students performed statistically significantly better when taught using a procedural teaching method.

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