COMPUTER PROGRAMMING/CODING, ROBOTICS AND LITERACY: A QUALITATIVE CONTENT ANALYSIS STUDY

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dc.contributor.advisorPrice, Debra
dc.contributor.advisorDurham, Patricia
dc.creatorOneal, Renee
dc.date.accessioned2019-12-13T16:17:43Z
dc.date.available2019-12-13T16:17:43Z
dc.date.created2019-12
dc.date.issued2019-11-04
dc.date.submittedDecember 2019
dc.date.updated2019-12-13T16:17:44Z
dc.description.abstractThe purpose of this study was to determine if any theories emerged when examining the steps of learning to code/program on the computer and the developmental stages of learning to read and write. This was a Qualitative Content Analysis, Grounded Theory study. The three data sources included scholarly journals, various coding standards required by states in the United States, and websites that teach individuals how to code/program. Three cycles of coding were completed with each data source and the process was repeated with the outcome results from the three data sources inclusively. The theories that emerged proved that there are similar skills that develop as a student is learning to code/program and learning to read and write. Those skills include sequencing, inferencing, problem solving, computational thinking and communication skills. The implications for this study will lead to more research in the field of coding/programming and the movement to include it in state required standards.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.11875/2725
dc.language.isoen
dc.subjectCoding
dc.subjectProgramming
dc.subjectReading
dc.subjectWriting
dc.subjectK-12th grades
dc.subjectGrounded Theory
dc.subjectQualitative Content Analysis.
dc.titleCOMPUTER PROGRAMMING/CODING, ROBOTICS AND LITERACY: A QUALITATIVE CONTENT ANALYSIS STUDY
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentLanguage, Literacy and Special Populations
thesis.degree.grantorSam Houston State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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