Developing the Computer Programming Self-Efficacy Scale for Computer Literacy Education

2018 ◽  
Vol 56 (8) ◽  
pp. 1345-1360 ◽  
Author(s):  
Meng-Jung Tsai ◽  
Ching-Yeh Wang ◽  
Po-Fen Hsu
Keyword(s):  
Middle School ◽  
Self Efficacy ◽  
Computer Literacy ◽  
Computer Programming ◽  
Computational Thinking ◽  
Literacy Education ◽  
Evaluation Tool ◽  
School Students ◽  
Integrated Stem ◽  
Recent Computer

Computer programming has been gradually emphasized in recent computer literacy education and regarded as a requirement for all middle school students in some countries. To understand young students’ perceptions about their own learning in computer programming, this study aimed to develop an instrument, Computer Programming Self-Efficacy Scale (CPSES), for all students above middle school levels. Based on Berland and Lee’s computational thinking framework, this study developed the CPSES items at a literacy level and finally the instrument included the five subscales: Logical Thinking, Algorithm, Debug, Control, and Cooperation. An exploratory factor analysis and reliability tests were conducted in this study. The reliability alpha was .96 for the overall scale, and ranged from .84 to .96 for the subscales. This study also confirmed the positive correlation between computer programming experience and computer programming self-efficacy. In addition, for low- and middle-experienced learners, significant gender differences were found in two subscales: Algorithm and Debug. The CPSES can be applied as an evaluation tool in computer education, robotics education, as well as integrated STEM or STEAM education in which computer programming was regarded as a part of computer literacy.

scholarly journals Computational Thinking Skills, Programming Self-Efficacies and Programming Attitudes of the Students

2020 ◽  
Vol 4 (2) ◽  
pp. 24-35
Author(s):  
Mustafa Serkan Günbatar
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Information Technologies ◽  
Computer Programming ◽  
Computational Thinking ◽  
Thinking Skills ◽  
School Students ◽  
High Level

The purpose of this research is to examine Computer Programming Attitude (CPA), Computer Programming Self-Efficacy (CPSE) and Computational Thinking (CT) skills of middle school students who took the Information Technologies & Software (IT&S) courses and those who did not, and make various analyses according to the relationships between these variables. As a result of the analysis, it was found that CPA and CPSE variables are significant predictors for CT skills, both students who took IT&S course and those who did not take have moderate CPSE, but students who took IT&S course have a statistically significantly higher CPSE. In addition, it was observed that both those who took IT&S course and those who did not have moderate CPA and did not differ statistically, and students who took IT&S course had a high level of CT, while those who did not take the course were moderate and statistically different. It was also found that students who took IT&S courses made cumulative progress in terms of CPSE, CPA and CT variables compared to those who did not. The obtained results are discussed within the framework of middle school IT & S course curriculum held in Turkey in 2018.

Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students

2020 ◽  
pp. 54-75
Author(s):  
Hatice Yildiz Durak ◽  
Mustafa Saritepeci ◽  
Ahmet Topçu ◽  
Aykut Durak
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Computational Thinking ◽  
Academic Variables ◽  
School Students ◽  
Programming Education ◽  
Predictive Variables ◽  
Programming Tool ◽  
Math Class

This study examined the predictiveness of demographic and academic variables and the variables which are in relation with programming on computational thinking (CT) self-efficacy of middle school students who received and who did not receive programming education. Relational screening model was utilized in this study. One-hundred ninety-nine middle school students from 5th and 6th grades in Turkey composed the participants of the research. As the result of the research, it was found that CT self-efficacy level is low. Furthermore, programming experiences of the students are approximately two years. The most important predictor of CT self-efficacy of the students who received programming education is demographic variables. Predictive variables' relative order of importance on CT self-efficacy of the students who received programming education are gender, utilized programming tool, math class grade point average, and attitude towards programming.

Assessing Young Students’ Design Thinking Disposition and Its Relationship With Computer Programming Self-Efficacy

2020 ◽  
pp. 073563312096732
Author(s):  
Meng-Jung Tsai ◽  
Ching-Yeh Wang
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Computer Literacy ◽  
Design Thinking ◽  
Computer Programming ◽  
School Students ◽  
Four Dimensions ◽  
Young Students ◽  
Thinking Disposition

To explore the role of design thinking in contemporary computer literacy education, this study aimed to examine the relationship between young students’ design thinking disposition and their computer programming self-efficacy. To assess students’ design thinking disposition, this study developed the Design Thinking Disposition Scale (DTDS) with a sample of 350 junior high school students who had computer programming experience in a STEAM course. A principle axis factor analysis with the promax rotation method was used to verify the DTDS’s construct under the four dimensions: empathize, define, ideate and prototype. The Cronbach’s alpha reliability was .90 for the overall scale. Correlation analyses results showed that all the four dimensions were significantly correlated with computer programming self-efficacy assessed by CPSES. A significant regression model was found in which the three factors, ideate, prototype and define, significantly predicted the overall computer programming self-efficacy. Meanwhile, except for the ideate subscale, no gender difference was found in the young students’ design thinking dispositions. The students’ self-directed programming learning experience was shown to benefit their design thinking disposition. The DTDS can be applied to design-thinking-embedded computer literacy curricula such as makers, STEAM, or robotics education. Several further studies are also suggested.

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