Effect of a constructivist learning environment for field-dependent/independent students on achievement in introductory computer programming

Abstract

The effect of a constructivist learning environment upon field dependent (FD) and field independent (FI) students' achievement is investigated in an introductory computer programming course. A correlation design is followed, using introductory computer science students in their first year programming course. A pretest of BASIC programming ability is given to assess baseline proficiency. The Group Embedded Figures Test (GEFT) is given to assess each subject's measure of FD/I. A constructivist model for learning programming is implemented.