Study of Metacognitive Strategies' Impacts on C Language Programming Instruction

DOI

10.2991/cesses-19.2019.27How to use a DOI?

Keywords

metacognitive strategies; metacognitive knowledge; learning strategies; program design proficiency

Abstract

Based on a revised scale and half-open questionnaire, 110 undergraduates majoring in computer science of a university in Jiangsu Province in China were investigated with an aim to evaluate the relationship between metacognitive strategies instruction and C Language Programming achievements. The results indicate that metacognitive strategy instruction has a positive effect on students' program design proficiency. The metacognitive strategy instruction is beneficial to develop students' all-round abilities in planning, monitoring and evaluating and making them to be autonomous learners.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ye Wang
PY  - 2019/10
DA  - 2019/10
TI  - Study of Metacognitive Strategies' Impacts on C Language Programming Instruction
BT  - Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)
PB  - Atlantis Press
SP  - 112
EP  - 116
SN  - 2352-5398
UR  - https://doi.org/10.2991/cesses-19.2019.27
DO  - 10.2991/cesses-19.2019.27
ID  - Wang2019/10
ER  -