The effects of Computer Programming on Human

Problem Solving Skills

Abstract—Human cognitive reasoning has been significantly as a 21st century ability. Powerful countries throughout the
altered with the introduction of computers. It has a direct world have joined forces to push education to place a greater
impact on people’s self-confidence, beliefs, and behavior patterns. emphasis on the development of PS abilities. Writing, testing,
People increasingly like to program as much as feasible their
activities, rules, regulations, management, and work, and they fixing (debugging), and maintaining the code that makes up
strongly feel that they may accomplish their intended success a computer program is referred to as programming. This
by running a computer program. Problem solving is a mental code was created using a variety of computer languages.
capacity that is used to attain a goal that is not easily accessible. Furthermore, programming is more than just coding since
Problem solving includes things like finding a way to the airport, it teaches computational thinking, which entails problem-
proving a mathematical theorem, and curing a sickness. Conflict
resolution is, without a doubt, an example of human intelligence. solving abilities based on computer science principles such
As a result, cooperative learning has long been regarded a as abstraction and decomposition. Verbal communication has
component of intelligence research. Artificial Intelligence (AI) drastically transformed the way people operate in businesses.
is the field of computer science engaged in this research; thus, Time and location limits are no longer an issue because to
we’ll refer to the study of intelligence in psychology as “Natural this interactive technology. Communication is now possible
Intelligence” (NI). According to research on human issue solving,
humans do not conduct an extensive search of the issue space. across both ends, from managers to employees and vice versa.
Humans give their admiration to the programming process Employees may now contact their bosses at any moment
after a few successful encounters. It makes people assume that with questions or comments. With this technology, bosses
computers logic can solve virtually any problem. The growing may communicate with workers in any part of the world
popularity of computer science (CS) as well as CS-integrated at any time. Computing encompasses not just the ability to
STEM teaching methods has necessitated the development of
evaluation tools that can be used to measure the efficacy of new K- write codes, but also the ability to assess a problem, identify
12 CS instructional techniques. However, there are few approved critical components, model data and processes, and build or
evaluation techniques for younger pupils that are connected to improve specific programmes using a development strategy.
key CS principles. At both levels, there are several types of Such generational could be described as a digital native, having
activities (a sequence of statements, if- statements, loops, and been born into the digital environment and understanding the
variables). Three conclusions emerged from the investigation: PS
skill in all jobs was favorably correlated with performance at digital world’s language as their mother tongue. Possibly the
the concrete operational stage during the immediate post stage; best games or experiences in education contexts can be used
there have been no sex differences in PS effectiveness at both to communicate with technology users who learn to utilize
phases, and PS competence performance was affected by grade the technology language as their primary language in a social
and consecutive year of taking the computer course at both setting [1]. Teaching through activities like issue solving in
stages. Those with the lowest grades and those who were taking
the curriculum for the first time showed lower grades than their the process comes to mind at this moment. A non-profit
older peers. These findings might aid curriculum designers all organization with international members whose mission is to
across the world in developing more effective ways to teach degree influence educational policy, has created a framework for 21st
programmes. century skills. The architecture is divided into two sections,
each with its own set of elements: future learning and social
I. I NTRODUCTION infrastructure (P21, 2020). These aspects, which are necessary
Humans have a proclivity to get disconnected from their for all pupils to be ready for the twenty-first century, are
actual lives and to dwell in a virtual environment. Due to linked to technology either directly or indirectly. In a number
the extreme “programming” idea, human actions and thought of industrialized nations, computing has been included into
processes have become astonishingly mechanical. This appears the educational curriculum. The term “theoretical approach”
to be self-evident. Most issues simply have too many different refers to the fact that various programming languages offer
states and routes to be remembered in short term memory (the distinct programming approaches. The findings of this study
memory capacity is fairly restricted). My five-year-old, for refute the premise that computer programming would increase
example, is engrossed with his iPad and shows no interest in upper middle school pupils’ dilemma abilities in general.
exploring nature. Because of the current digital change of the Further research into the connection between software de-
global economy, problem solving (PS) has been recognized velopment and mathematical dilemma skills is required, and
if future efforts fail to show a link between software devel- II. M ETHOD
opment and enhanced concern ability, we must either justify We used the content analysis technique described by Sayn in
our reasoning or abandon the implementation of major issue World Association for Technology in Education to perform this
with computer coding. The relationship between computer survey. They concluded that scripting, or the act of generating
programming self-efficacy as well as computational thinking software that brings specialized equipment to reality, has
skills of high achieving kids, as well as the software computing grown in prominence in recent years and has emerged as a
self- predictive efficacy’s status for computing cognitive skills, crucial talent in which every human should possess. Such
were investigated in this study. The outcomes of the study paradigm has changed teaching methods, and it has been
revealed that academically successful students’ programming assured that computing instruction is taught as a curriculum
language self- efficacy and cognitive creative thinking had a in schools beginning in kindergarten.
substantial, positive, and medium association. Furthermore,
self-efficacy in computer programming is a main indicator A. Research questions
of computation reasoning ability, accounting for 31.5 percent
The research objectives are posed in order to accomplish
of computational thinking abilities. “Computational thinking
the review’s goal:
skills = (0.330 X Computer science self-efficacy) + 37.03” is
• What are the methods for analysing the future predictions
the regression equation that forecasts critical thinking abilities.
As a consequence, a change in coding self-efficacy of.330 of learning programming language that are now avail-
is created by an estimated rate of growth in computational able?
• In such learning strategies, what approaches are used?
thinking abilities induced by a corresponding change.
• What is the relationship involving teacher motivation and
The major focus of computer coding academic practice
has been on the probable impacts of computer program- individual views on CT?
• How do you create an online education for K-12 instruc-
ming on students’; capabilities and if the abilities obtained
during programming teaching may be applied to other non- tors that focuses on computer science and coding?
• What is the motive of the professors during the tutorial?
programming challenges [2]. The findings of these investiga-
tions are contentious. In particular, some studies show that B. Research strategy
machine learning may improve students’; capabilities, while
others show that the opposite is true given in fig. 1. Actual information (articles) regarding impacts of computer
coding on human dilemma abilities was gathered online,
utilizing Google Scholar, IEEE Xplore, and SpringerLink, in
order to find answers to the research questions provided in
section ‘Research Questions.’ For data retrieval, we selected
the keywords K-12 CS education and computational thinking.
Following that, we picked terms from the original batch of
publications and identified more publications repeatedly. Prior
knowledge, achievement prediction, computer programming
self-efficacy, basic linear regression, communication technol-
ogy and software course, algorithmic instruction, and other
keywords were employed in these results.

C. Comparison criteria
The accompanying quality requirements were used to com-
pare these STEM, CS1, Linear regression analysis, K-12, and
Distance learning methodologies. These success factors may
not completely define these strategies, but they may allow us
to evaluate the performance of many approaches in order to
Fig. 1. Students’ learning pattern. forecast actual prospects. As follows, we’ll go through each
of these evaluation criteria thoroughly.
Following are some of the results of research that show how • CS1: The term CS1 is considered in this research to des-
scripting influences students’ abilities: ignate to the first core training program, as it has been in
• Specific qualification with brainstorming and metacogni- most previous computer education studies undertaken in
tion. North America. Students attending CS1 at the university
• Programming improves big issue abilities. in dispute have often declared CS as their major goal but
• Programming enhances thinking abilities. has not yet been enrolled in the CS program.
• Coordination and mathematical reasoning are aided by • K12: Examinations of adolescent CS theoretical compre-
programming. hension have been developed at the K-12 level. The Pixie
• Programming boosts your imagination. Performance Appraisal, in particular, uses Alice coding to
 measure learners’ abilities to think computationally and such as the amount of time spent on the activity and the
employ simplification and modelling effectively. overall number of responses. In addition, ViLLE was utilized
• STEM: Given the importance of learners’ self, motiva- to track enrollment in all learning programming languages,
tional beliefs, and attitude forward into STEM (Science, including practice classes in schools. After every session, the
Technology, Engineering, and Mathematics) courses, it children received a brief survey. On extremely scalable, the
appears valuable to quantify, evaluate, and promote these revised survey evaluates the same factors for computing, such
factors in students – especially because individuals with as subconscious, faith in effectiveness, and conscience tenacity
STEM competencies have more job prospects with higher while concentrating on programming assignments.
pay and social prestige.
• Liner regression analysis: Upon association, linear re- A. Contributions
gression is the next stage. When we wish to anticipate Teachers should be trained by evaluating relevant info
the balance, sheet is based on the estimated coefficient, through the prism of their prior knowledge, ideas, and pre-
we apply this formula. The reliability is the degree we conceptions. We went through the key elements of these
wish to forecast (or sometimes, the outcome variable). methodologies, such as their strengths and limits, as well as
The measurement scale is the one we use to forecast the some open issues that need to be addressed by researchers.
company’s financial position (or sometimes, the predictor We purposefully excluded works that are more than 6 years
variable). old and already been evaluated in prior polls. We feel that
• Distance Learning: Distance learning is a type of train- this paper will be valuable to future scholars working in
ing in which professors and students are separated logis- the fields of software engineering, computational cognition,
tically and teaching and material are mostly given over and k-12 computer science pedagogy. Furthermore, our work
the Internet. Several immersive technologies have arisen adds to previous surveys by providing: (a) an overview of
in the previous decade based on this criterion. We were STEM techniques, (b) linear regression analysis using distance
particularly intrigued by the usage of Google Classroom learning based on the provided solution approach, as well as
since it can be readily connected with other commonly some outstanding issues and future research topics in software
used Microsoft products including such Google Drive, development [5].
Gmail, as well as YouTube. In problem-solving approaches, critical thinking and compu-
III. DATA SETS AND EVALUATION tational thinking are deployed. Imprecisely, abstractions think-
ing may be described as the transformation of an underlying
The emotive side of computational thinking isn’t only about picture into a newer, simplified version. Critical thinking may
what Clarke Midura and Poole say [3]. Students’ motiva- be traced back to ancient Greek Socrates, who developed
tional thoughts have an influence on thinking skills as well the skill of inquiry by demonstrating that “people could not
(Kong, 2019). Another of the learners’ motivating concepts logically defend their arrogant assertions of awareness” by
is computer programming consciousness, that has a signif- asking significant issues.
icant impact on programming learning styles development The following are the key features of CT:
of computational skill enhancement. Pupils’ cognitive views
• Information analysis and logical organisation
are represented by computing self efficacy [4], as well as
• Data representations, process models, and predictions
individuals’ comprehension and appraisal of their abilities
• Causing issues with which computers can help with
to solve computational challenges using existing programs
• Developing, verifying, and putting into practise alterna-
abilities and expertise. Individuals might reflect on their pro-
tive approaches
gramming performances by determining their measure of self
• Computational reasoning to automate processes
in computer coding. The Mortgage approval variable is more
• Extending this method to other situations and summaris-
predictive of CT abilities than the CPA factor. CT, which
ing it
would be developed from computer science and associated
with programming, has no accurate description. CT, on the As a result, computational thinking, according to Liu and
other hand, is not the same as programming capabilities. Wang, is a mix of different patterns of production such as
Making a computer program, it may be claimed, develops a abstract thinking, logical thinking, modelling thinking, and
designed to transform. The impact of algorithm instruction on constructive thinking:
pre-service teachers’ views of software development identity • Abstract Thinking: Abstraction action is thinking in
and cognitive thinking abilities was investigated. Tsai, for biotechnology in order to comprehend the major body
example, employed a graphical software package to know of a software glitch. Transparency of thought is a large
things programming principles to undergraduates in a research. companies heuristic which can aid in the solution of an
It really has becoming increasingly vital to educate it to all intriguing challenge.
pupils alongside computational thinking. At our institution, • Logical thinking: The practice of logical thinking is
we devised and executed a computing curriculum for trainee. when one employs uniformity in reasoning to draw a
ViLLE automatically collects data from all entries. In contrast compromise. Some logical thinking computer issues or
to the score received, it automatically captures information states always require mathematical organization, linkages
 is a method of gaining access to answers that are often
outside of a student’s customary area of knowledge or
interpretations [7]. “To understand a specific scenario in
terms of a schema is to match the components in the sce-
nario with the general narratives in the schematic learning
environment,” according to Avcu [8] Learning to think
computationally or problem-solve through abstraction is
being able to remove information from either a scenario
in seeking a solution that would otherwise be unavailable.
IV. F INDINGS AND RESULTS OF SELECTIVE TECHNIQUES
Selected methodologies are described, compared, and the
results are reported in this part:
A. Linear regression
In this study, the structural scanning paradigm has been
used. The study included 106 brilliant and talented secondary
school students who were enrolled in the Individuals Ability
Assistance Program at the Science and Art Complex in the
downtown area. The student identification of the participants
was done using typical case sample, including 46 females and
60 males. The ”Computational Thinking Capabilities Scale”
[9] was used to examine gifted and talented students’ compu-
Fig. 2. Computational thinking cycle.
tational thinking skills, while the ”Computer Coding Identity
Scale” was used to assess software development self-efficacy.
In the statistical program SPSS 22, data were analyzed using
between some assumptions and provided assertions, and Pearson correlation coefficient and simple linear regression
a path of reasoning that renders the outcome more plau- analysis. According to the findings, there was a positive and
sible. moderate link between self-efficacy in software development
• Modelling thinking: Modeling thinking, in its scientific and advanced mathematical capabilities. The computer coding
sense, refers to the conversion of solid world or processes self-efficacy of highly gifted kids accounted for 31.5 percent
into algebraic calculations or computing relationships. To of the overall variation in computational thinking capabilities.
consider an issue tractable, it is necessary to choose a This conclusion backs up the argument that self-efficacy
suitable representation or model for the relevant compo- in computer programming is the affective part of cognitive
nents of the challenge. The depiction of real-world items thinking skills, as stated in the literature. Building several
on a computer is called computer modelling. A software models for emotional skills of computational thinking may
model for a problem that will be addressed by a machine be advised to forecast basic computer capabilities.
must be created.
• Constructive thinking: Another well computational B. STEM
technique that accepts some property or system of prin- The impact of partial pair programming (PPP) on Cognitive
ciples as input and creates some value or system of learning and self in primary school pupils (SE). The research
principles as output is referred to as constructive thinking. involved four fourth-grade classrooms with a total of 171 kids,
What is clear from the foregoing analysis would be that all of whom were enrolled in the same teacher’s ”Bioinfor-
innovation capability and its components, as stated by matics Reasoning with Scratch” course for one semester. Two
Markku Tukiainen and Eero Monkkonen [6], are required classes (EG, 44 boys and 40 girls) were in the Experimental
thinking modes when dealing with genuine complicated Group, whereas two additional classes (87 students) were all
technical challenges. They combine analytical reasoning in the Treatment Group (CG, 45 boys and 42 girls). For the
with previous knowledge and use it to address the prob- programming assignments, the pupils in the EG were partnered
lem. CT does not argue that issues must be addressed in together, whereas the learners in the CG worked alone. The
the same manner that a machine does, but instead that participants in the EG group increased their CT abilities and
critical thinking employing computer science methods SE much more than those from the CG group, according
and theories should be encouraged. to the findings. In both groups’ post-tests, there was a poor
• Imagination Thinking: The most frequently mentioned association among CT and SE. Following that, discussions
aspects of CT in computer science publications are ab- with the instructor and learners offered more insight into the
straction and PS. Students must be able to conceive of findings. The findings imply that PPP might be used by K-12
issues in a more abstract way in order to find additional coding teachers to increase students’ CT abilities, coding SE,
solution possibilities. Thinking abstractly, or analytically, and other abilities [10].
C. Distance Learning The precision of both metrics, as well as the ramifications for
CT is a broad term that refers to a collection of abilities teachers, were discussed further.
based on computer science ideas, such as problem solving V. C RITICAL DISCUSSION
and system design. Because these abilities are in high de-
mand in today’s culture, it’s vital to incorporate CT in K- Naturally, problem-solving isn’t a perfect procedure. There
12 training to ensure not only computers but a variety of are a variety of roadblocks that might obstruct our capacity
other subjects. Unfortunately, most instructors, especially in to address a problem swiftly and effectively. Studies have
Brazil, are unaware of the principles of CT and computer discovered many mental roadblocks, including functional fix-
programming. In this regard, we created and executed an ity, extraneous material, and preconceptions. Of course, you’ll
online proctored exam for K-12 instructors in order to give need certain credentials, most notably a third- and fourth
certification in CT and software fundamentals as well as to degree in software engineering or computational mathematics.
analyze students’ views toward technology. how they com- Computer programming comprises, even at the most basic
municate their enthusiasm throughout the program, and the level, a set of instructions for facilitating specified operations.
relationship across performance and attitude The findings show When you’re not sure what such a software engineer is, it’s a
that even after taking the course, participants’ attitudes toward person who writes and tests code that allows apps and software
computing improved, particularly their understanding of CT programmes to function properly [13]. And although impacts
and confidence in learning computer science [11]. The findings of real information have been studied in a number of domains,
also point to a high degree of motivation among learners most of this research have relied solely on personality surveys
throughout the curriculum, as well as a strong link between for data collection. When CT measures were taken, students
the relevance conveyed in the duration and their curiosity in who completed the IT and S course had a high level of CT
and competence in technology. abilities, whereas those who had not completed the course had
a medium degree of CT capabilities. This level differential is
D. K-12 also supported by median assurance. Individuals who partici-
This study describes the creation and implementation of pated the course had considerably improved CT abilities versus
a CS concept evaluation for students in the middle grades those who did nothing.
(ages 11-13). A total of 27 various components were created,
VI. C URRENT CHALLENGES AND FUTURE RESEARCH
with the information, skills, and capabilities connected with
DIRECTIONS
the notions of parameters, looping, constants, and algorithmic
serving as the guiding principles. These questions were given Nevertheless, there are very few studies in the literature that
to 457 pupils in the learning processes. The elements were look at the impacts of teaching programming using certain in-
provided as a week-long computational modelling intervention formation categories on learners’ PS competence performance
by the government of block-based source code. The exam results. This is especially important because young rookie de-
was validated using a mixture of confirmatory factor theory velopers who have just recently begun learning programming
and appropriate statistical theory methodologies. Based on the are included in the learning process. They should develop
research findings, only 24 elements were deemed to be valid domain experience and expertise about software applications
and trustworthy in measuring CS cognitive comprehension. during the first and second generations, and other discover
The findings also indicated that the evaluation could be used PS methods for small issues. Computation is becoming an
as a pre- or post to examine students’ cognitive development extremely significant instrument in scientific inquiry. Gener-
[12]. This work fills a critical gap by providing a valuable ations to come of engineers are projected to need to engage
resource for scholars and scientists strong interest in assessing with and comprehend computers in order to work efficiently
students’ CS theoretical knowledge in elementary school. with computing, innovations, and approaches. CT is a sort of
critical thinking that combines mathematics and architectural
E. CS1 reasoning to help people comprehend and solve complicated
A questionnaire, which lacking quantitative rigor, is the issues while working within real-world limitations. S. Papert,
most commonly used criterion for measuring prior CS knowl- well known for developing the Logo program, coined the
edge and abilities. This research intends to (1) evaluate the word. Wing, on the other hand, pushed it to the foreground of
impact of past programming experience in entry-level online technological university by describing how to think like a the-
classes and (2) evaluate alternative techniques to measuring oretical physicist. “By relying on core informatics principles,
student previous knowledge of programming, such as surveys CT solves issues, designs systems, and understands human
and aptitude tests. According to the findings of this study, nature,” she explained [14].
there is a mismatch between questionnaire and ability lab tests.
Our survey indicated that the impact of students’ previous VII. C ONCLUSION
educational expertise diminished progressively over the course Although the survey can reveal not whether a pupil has
duration, which was consistent with other survey research. The already been introduced to comparable themes, it cannot
capacity findings, on the other hand, showed that the impacts correctly assess how much information a pupil has maintained.
of existing information on students did not fade with time. This really is particularly true when there is a lot of variation
with what learners know earlier, as is the case with basic [14] Yukselturk and Altıok, “An investigation of the effects of programming
programming classes. In revealing the emotive components of with scratch on the preservice IT teachers’ self-efficacy perceptions and
attitudes towards computer programming,” British Journal of Educa-
thinking skills, the results we got in this study are generally tional Technology, 2017
supporting. Future research will be guided by the findings of [15] Hongwarrittorn and Krairit, “Effects of program visualization on stu-
this study, which will analyze the emotional elements related dents’ performance and attitudes towards java programming,” 8th In-
ternational Conference on Computing, Communication and Control
with thinking skills and programming, as well as the effects Technologies, 2010
of the scripting curricula. In this research, consciousness in
computer coding is emphasized as an essential emotional
component that predicts cognitive thinking abilities. The major
purpose of this study was to assess an undergraduate test for
K-12 educators that introduced computational thinking (CT),
concentrating on their performance and attitude regarding CT
and technology. We conclude from this research that it is
important for Computing professors to develop CT courses
that include learners’ enthusiasm and perspectives around
computation. A well-designed CT course for K-12 instructors
has the potential to improve a number of factors, including
participation contentment, assertiveness, and excitement in
computing [15]. As a result of this type of intervention,
CT may be extended to schools and undergraduate education
courses, ultimately leading to the growth of thinking skills in
K-12 education.

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