Chapter 2

Review of Related Literature

This chapter formulates the RRL, Conceptual Framework, Research hypothesis,
and Definition of Terms that enhances the researcher’s perspective on different concepts along
Programming methods and Unplugged learning for ICT SHS students of MNHS imprecision for
college.

LITERATURE

In the modern world computer technology seems ever-present; it surrounds us on a daily basis.
Jobs of the future will most likely involve an element of computing so possessing a good
understanding of a range of computing skills is increasingly important. Consequently IT skills
and capability developed by the subject at school are just as important if not more relevant than
the English and Maths capability developed at school. The skill of programming (the process of
writing and maintaining the source of code of a computer) is complex to learn but a basic
knowledge would only be an aid in the technological world. ( Luke, 2014)

Students' Guide to Programming Languages introduces programming languages,

emphasizing why they are needed, how they are defined and constructed, and where and how
they are used.
With greater access to computers at work, at school, and in the home, more and more
people are now able to write programs. Only a small number of these people recognize the
underlying features of the programming languages they are using, and even fewer people
appreciate the features that are common to most programming languages. This book
demonstrates how most programming languages are based upon the same concepts and how
knowledge of these concepts can benefit the analyst and the programmer. (Bull 2016)
 Conceptual Framework

(V1) (V2)
Programming Unplugged
Methods Learning

Programming methods connects to unplugged learning in reason of computer Science and

algorithms in education are gaining more and more importance as the use of digital technologies
is nowadays part of everyone’s life. New educational trends are therefore emerging both from
the computer science and mathematics education research community and from elementary and
secondary school teachers (Franklin et al., 2015; Richtel, 2014). The question about how young
children learn computer science is still a new area of research; and providing effective learning
opportunities to K-5 students is a big challenge (Hills et al., 2015; Gelderblom and Kotze, 2009).
Some good examples have been tried in the secondary school, while we feel that not much is
present, at least in our country, in lower school grades. Topics in computer science and discrete
mathematics are not clearly delimited in our curriculum and teachers are usually not aware that
they actually could. We are thinking of our work as able to enhance the study of teaching and
learning skills of mathematical practice through discrete mathematics problems, both general
skills, such as reasoning and modeling, and skills particular to discrete mathematics, such as
algorithmic and recursive thinking.

Research Hypothesis
Question #1:
Is there a significant connection between unplugged learning and programming methods
for the students of SHS students of MNHS to understand the possible procedures in improving
their ICT skills.

Ho: There is no significant connection between the programming methods and unplugged
Learning in the SHS

Ha:
 There is a significant connection between the Unplugged Learning and
Programming Methods in the SHS students of MNHS.

Definition of Terms
For reference, the following terms are hereby operationally defined:

Computer Literate- Having sufficient knowledge and skill to be able to use computers; familiar
with the operation of computers.

Common Gateway Interface (CGI) scripts- A standard way in which information may be
passed to and from the browser and server. Any program or script that can process information according
to the CGI specification can, in theory, be used to code a CGI script.

Unplugged Learning- Collection of free learning activities that teach Computer Science through
engaging games and puzzles that use cards, string, crayons and lots of running around.

Programming Methods- One of the oldest fields of IS education, and thus various
Method has evolved for its teaching. While some of them could be used effectively in
Primary or secondary education, others are more suited for students in higher education.
The methods themselves determine the structure and curricula of courses such as Programming
methodology, Data types and algorithms, Programming technology.