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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Parameter passing 16,5% 0,37 60,0% 0,50 -4,93 The means are not equal Sort algorithm 14,3% 0,37 20,0% 0,41 -1,88 The means are equal Array management 9,9% 0,30 40,0% 0,50 -3,29 The means are not equal Subroutine 42,9% 0,50 70,0% 0,46 -5,62 The means are not equal Stack management 12,1% 0,33 25,0% 0,44 -2,26 The means are not equal binary three knowledge 6,0% 0,24 10,0% 0,30 -1,32 The means are equal list knowledge 19,2% 0,40 47,5% 0,51 -3,75 The means are not equal Recursion 15,0% 0,48 35,0% 0,48 -2,80 The means are not equal binary search algorithm 11,0% 0,31 55,0% 0,51 -4,52 The means are not equal The Eight Queens Problem 25,0% 0,28 40,0% 0,50 -3,38 The means are not equal According to the table it can be said at p=5% significance level that bigger part of Romanian students students attending a Mathematics-Informatics course could give correct answers than Hungarian students specialized in Informatics, except the topics Structogram, Sort algorithm and binary tree knowledge where knowledge levels were about the same. This means that the programming skill of Romanian students was higher than that of their Hungarian counterparts. At this point it should be noticed once again that Hungarian students start to learn programming later, because a big part of teachers omit this subject from the Information Technology Education of secondary schools which is however against the regulations of the National Basic Curriculum (prescribing it from the 7 th grade). Now let’s analyse the situation in the 12th grade too! The following table is a break-down by programming topics, showing what percent of students in the 12 th grade could answer correctly the questions put to them (Table X.). TABLE XVI. Percent of students answering successfully the questions - grouping by Hungarian students specialized in Informatics and Romanian students attending a Mathematics-Informatics course in the 12th grade Hungarian Romanian Programming topic % Std. dev. % Std. dev. Value of Z-test Decision Flowchart 35,2% 0,48 60,0% 0,50 -4,52 The means are not equal Structogram 22,0% 0,42 15,0% 0,37 -1,40 The means are equal FOR cycle 43,4% 0,50 65,0% 0,48 -5,14 The means are not equal Repeat-Until cycle 19,2% 0,40 37,5% 0,49 -3,01 The means are not equal Do-While cycle 26,4% 0,44 65,0% 0,48 -5,27 The means are not equal Parameter passing 16,5% 0,37 55,0% 0,50 -4,44 The means are not equal Sort algorithm 14,3% 0,37 37,5% 0,49 -3,08 The means are not equal Array management 9,9% 0,30 40,0% 0,50 -3,29 The means are not equal Subroutine 42,9% 0,50 78,3% 0,42 -6,93 The means are not equal Stack management 12,1% 0,33 40,0% 0,50 -3,28 The means are not equal binary three knowledge 6,0% 0,24 22,5% 0,42 -2,24 The means are not equal list knowledge 19,2% 0,40 65,0% 0,48 -5,43 The means are not equal Recursion 15,0% 0,48 40,0% 0,49 -3,15 The means are not equal binary search algorithm 11,0% 0,31 50,0% 0,51 -4,08 The means are not equal The Eight Queens Problem 25,0% 0,28 50,0% 0,51 -4,15 The means are not equal According to the table Romanian students attending a Mathematics-Informatics course could answer the programming questions more successfully than Hungarian students specialized in Informatics in the 12 th grade, except by Structograms, where their knowledge was the same. The programming skill of Romanian students was better than that of the Hungarian students before the final exam. Romanian students making their final exam of Information Technology and intending to go to the university or college can start their programming studies from a higher level and do not need to spend much time to acquire the basics of programming. On the contrary, Hungarian students have many problems with basic programming too, so they first have to fix this after entering university or college (generally in their first year) and they can be taught only after that on a higher level. Therefore, Hungarian teachers should make more efforts when teaching programming in the secondary grammar schools if their students choose Information Technology as a final exam subject or when they decide to teach this part of Information Technology earlier. Also, more classes in Information Technology could be helpful too. On Copyright © The Turkish Online Journal of Educational Technology 233
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 the other hand, university lecturers teaching programming should be aware of their students having problems with programming basics and find a way to make up for lost ground. VII. CONCLUSION One of my starting hypothesises was that the Hungarian students specialized in Informatics would do better than their Romanian peers attending a science course. This proved to be true in the 11 th grade except for object oriented programming a subject left out of the education in both countries. In the 12 th grade Romanian students achieved better results in object oriented programming and SQL, and achieved the same result in programming and database management. Hungarian students performed better at theoretical knowledge, word processing and spreadsheet calculation in both grades. Here you can see the advantage of more weekly classes (3-4) taught in science courses of Information Technology Education in Romania. The students can make up for their handicap, and have same knowledge in programming and database management, and even more so in object oriented programming. Their Hungarian peers have higher Computer Science knowledge level at the end of the secondary grammar school. Another starting hypothesis was that as for Computer Science literacy and programming knowledge Romanian students attending a science course and a Mathematics-Informatics course would reach the same scores than the Hungarian students specialized in Information Technology. This assumption turned out to be partly correct in the 11 th and 12 th grade. Hungarian students received higher scores in word processing, while Romanians in programming. They achieved the same scores in the other topics of Information Technology in the 11 th grade. Romanian students attending a Mathematics-Informatics course have the same Computer Science knowledge level and better programing knowledge in the 12 th grade than Hungarian students specialized in Informatics. Here must be mentioned that while in Romania object-oriented programming has been discussed in these two courses, in Hungary students do not learn it, not even in a specialized Informatics course, though those who have to deal with programming cannot avoid getting to know this field thoroughly later on. Now a final conclusion can be made: Romanian students of the Real Profile (i.e. the Sciences program) have the same or more practice in programming than Hungarian students specialized in Informatics, though the latters have the same or better Computer Science literacy. 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. After the calculating values of the partial correlation we have got same results by subject. REFERENCES Akdemir, O. and Ocak, M. A. (2008). An Investigation of Primary School Science Teachers’ Use of Computer Applications, The Turkish Online Journal of Educational Technology, ISSN: 1303-6521, volume 7, Issue 4, pp: 54-60 Bucher, P., Wirthensohn, M. (2004). Test Your IT‐Knowledge, Expertenbericht ICTStandardentwicklung. [online]. Bildungsdirektion des Kantons Zürich, Zürich, 2004. Available at: http://www.ibe.uzh.ch/projekte/projektealt/entwicklungalt/ict/downloads/expertenbericht_ICT.pdf (Accessed 15 March 2010). Dagienè, V. and Mittermeier, R. (2006): Information Technologies at School: Proceedings of the 2nd International Conference “Informatics in Secondary Schools: Evolution and Perspectives, Vilnius, Lithuania: Institute of Mathematics and Informatics and Publishing House, pp. 392-401. Döbert, H., Hörner, W., Kopp, B., Mitter, W. (2002) Die Schulsysteme Europas, Schneider-Verlag, Hohengehren Eurydice, Education, Audiovisual & Culture Executive Agency (2008). Organisation of the education system in Romania. Available at: http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/eurybase_full_reports/RO_EN.pdf (Accessed 15 March 2010). Falus, I., Ollé, J. (2008) Az empirikus kutatások gyakorlata. Adatfeldolgozás és statisztikai elemzés, ISBN 978- 963-19-6011-2 Copyright © The Turkish Online Journal of Educational Technology 234
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