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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 MEASURING COMPUTER SCIENCE KNOWLEDGE LEVEL OF HUNGARIAN STUDENTS SPECIALIZED IN INFORMATICS WITH ROMANIAN STUDENTS ATTENDING A SCIENCE COURSE OR A MATHEMATICS-INFORMATICS COURSE Gábor Kiss Óbuda University, Department of Mechatronics and Vehicle-technics Engineering Budapest, Hungary kiss.gabor@bgk.uni-obuda.hu ABSTRACT An analysis of Information Technology knowledge of Hungarian and Romanian students was made with the help of a self developed web based Informatics Test. The goal of this research is an analysis of the Computer Science knowledge level of Hungarian and Romanian students attending a Science course or a Mathematics-Informatics course. Analysed was how effectively can students from different grades answer questions dealing with different subjects. After having evaluated the test results correctness of the original presumption emerged. Significance level was 5% through the analysis. It was found significant divergence in knowledge of Hungarian students and Romanian students attending a science course (Profil Real) and a Mathematics-Informatics course. Romanian students attending a science course and a Mathematics-Informatics course scored higher in programming than their Hungarian counterparts specialized in Informatics in the 11 th grade. After the calculating values of the partial correlation we have got same results by subjects too. After the evaluation a final conclusion can be made: Romanian students of the Real Profile have the same or more practice in programming than Hungarian students specialized in Informatics, though the latters have the same or higher Computer Science knowledge level. Unfortunately, Hungarian teachers concentrate on word processing and spreadsheet calculation and teach programming just for the students specialized in Informatics, although algorithm thinking would be important for every student before finishing secondary school. Keywords - measuring, information technology, knowledge, level, hungarian, romanian, students I. INTRODUCTION Some research was done comparing the Schoolsystems (Döbert et al, 2002) and the role of Information and Communication Technology in the education of some European countries (Hüsing and Korte, 2006; Dagienè and Mittermeier, 2006; SFIB, 2004). We can see all students have different level of computer usage abilities by same Information Technology Education in a country (Isman, Celikli, 2009) and we can find more differentiation by countries. The goal of this research is an analysis of the IT skills and programming knowledge of Hungarian and Romanian students attending a Science course or a Mathematics-Informatics course. The National Basic Curriculum of Hungary describes the curriculum grade by grade, subject by subject to teachers. Information Technology education in Romania bears a close resemblance to the one in Hungary from the point of view of the material discussed. Theoretical knowledge, word processing, spreadsheet calculation, database management and programming are parts of the curriculum in both countries. Though topics are the same but the number of CS classes are different. This research is analysing whether differences in the IT skills of students depend on the number classes they are taught in or not. In order to be able to compare the students’ IT skills in the different countries a detailed analysis was needed. Various curriculums in the different grades had to be checked, as well as the number of weekly Informatics classes and whether Informatics was a compulsory or an optional subject. Still, this is not enough to carry out the examination. Further, the students’ knowledge had to be checked in various grades of the different countries. To be able to make comparisons between these students, a uniform questionnaire had to be devised in which questions regarding the different subject matters of Information Technology had to be asked. Only after having sent out these questionnaires to students of the different countries could the survey be carried out on the basis of their answers. First, let us have a look at how many Informatics classes are held in the respective countries (Table I.). Information Technology is only an elective course in the last two years of the secondary school in Hungary. Copyright © The Turkish Online Journal of Educational Technology 221
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 TABLE I. Number of Information Technology Classes in Different Grades Country 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Hungary 1 1 1 1 2 2 2 2 2 2 3* 3* Romania 0 0 0 0 0/1 0/1 0/1 0/1 1-2; 3-4; 6-7** * selectable ** depends on specialization Copyright © The Turkish Online Journal of Educational Technology 1-2; 3-4; 6-7** 1-2; 3-4; 6-7** 1-2; 3-4; 6-7** In Romanian schools the bulk of students get their first experience in Information Technology in the 9 th grade. It also happen that students’ study Informatics in one class a week for one or two years in the 5 th -8 th grades of certain schools, but this is rare and the curriculum also depends on the teacher to a great extent. In Hungary students start to learn Information Technology earlier, so my starting hypothesis’ were based on this knowledge before making a comparison. The first starting hypothesis was that Hungarian students specialized in Informatics have higher Computer Science literacy and programming knowledge than Romanian counterparts attending a science course. The second starting hypothesis was that Hungarian students specialized in Informatics have the same Computer Science literacy and programming knowledge as Romanian students specialized in Mathematics-Informatics because they spend more time on this subject. II. INFORMATION TECHNOLOGY EDUCATION IN HUNGARY IT education is based on a national curriculum in Hungary (Ministry, E. H, 2003). According to the National Basic Curriculum (NBC) of Hungary the use of IT is to be demonstrated in the first four school grades since 2003 (e.g. search on the Internet, painting with computers etc.) and is taught in 1 class weekly. According to the Information Technology curriculum the following subjects are taught from the 5 th grade to the 12 th grade at the schools of Hungary in 2 classes weekly: � Word processing � Spreadsheet calculation � Presentation � Algorithm and programming � Database management Generally the Microsoft Office packet is taught and it can be seen that teaching Word processing takes 4 years in Hungary (Table II.). Basic algorithms or rather programming appears in Information Technology sooner, but recursion, list and tree data structures are only selectable part of the curriculum. Database management begins in the 9th grade. In grades 11-12 CS is just selectable. At basic level it is taught 2 hours weekly, on a higher level 3 hours weekly and a final exam can be taken. TABLE II. The subjects of CS by grades in Hungary Subject Grade 5. 6. 7. 8. 9. 10. 11. 12. Word processing � � � � Spreadsheet calculation � � Presentation � Algorithm and programming � � � Database management � III. INFORMATION TECHNOLOGY EDUCATION IN ROMANIA The Romanian school system differs from the Hungarian one since the students take a country-wide ability test at the end of the 8 th grade (Eurydice, 2008). Admittance into the secondary school they have opted is based on their scores. Those who would like enroll into a Mathematics-Informatics course of the chosen secondary school have to score higher in this country-wide test. In Romanian schools the bulk of the students have their first experience in Information Technology in the 9 th grade. It also happens that students study Informatics in one class a week for 222
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