From Critique to Computational Thinking: A Peer-Assessment-Supported Problem Identification, Flow Definition, Coding, and Testing Approach for Computer Programming Instruction

2022 ◽  
pp. 073563312110604
Author(s):  
Jian-Wen Fang ◽  
Dan Shao ◽  
Gwo-Jen Hwang ◽  
Shao-Chen Chang
Keyword(s):  
Self Efficacy ◽  
Computer Programming ◽  
Peer Assessment ◽  
Computational Thinking ◽  
Learning Motivation ◽  
Control Group ◽  
Problem Identification ◽  
Computer Programming Instruction ◽  
Programming Knowledge ◽  
Programming Courses

Scholars believe that computational thinking is one of the essential competencies of the 21st century and computer programming courses have been recognized as a potential means of fostering students’ computational thinking. In tradition instruction, PFCT (problem identification, flow definition, coding, and testing) is a commonly adopted procedure to guide students to learn and practice computer programming. However, without further guidance, students might focus on learning the syntax of computer programming language rather than the concept of solving problems. This study proposes a peer-assessment-supported PFCT (PA-PFCT) approach for boosting students’ computer programming knowledge and computational thinking awareness. A quasi-experiment was conducted on a computer programming course in a high school to evaluate its influence on students’ learning achievement, computational thinking awareness, learning motivation, and self-efficacy. An experimental group of 51 students learned with the proposed approach, while a control group of 49 students learned with the traditional PFCT (T-PFCT) approach. The experimental results show that the proposed approach significantly enhanced the students’ computational thinking awareness, learning motivation, and self-efficacy, while not having significant impacts on their computer programming knowledge test scores.

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

scholarly journals Discovering the Role of Problem-Solving and Discussion Techniques in the Teaching Programming Environment to Improve Students' Computational Thinking Skills

2021 ◽  
Vol 11 (12) ◽  
pp. 615-623
Author(s):  
Nor Hasbiah Ubaidullah ◽  
◽  
Zulkifley Mohamed ◽  
Jamilah Hamid ◽  
Suliana Sulaiman
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Computational Thinking ◽  
Structured Interview ◽  
Thinking Skills ◽  
Survey Method ◽  
Teaching Techniques ◽  
University Lecturers ◽  
Programming Courses

Computational thinking skill is one of the essential abilities to be learned and perfected by students of this century. Studies have shown that in the teaching and learning of programming courses, discussion and problem-solving techniques have been widely used. However, studies based on the suitability of such teaching techniques for the development of the computational thinking skills of students are, however, lacking. In this context, this research was conducted to define the teaching techniques used by university lecturers when teaching a computer programming subject and to explore how the techniques can influence the development of the computational thinking skills of students. This research was based on a combination of qualitative and quantitative approaches involving a semi-structured interview and a survey method, respectively. The research sample consisted of eight (8) university lecturers recruited from several Malaysian public universities, who had been teaching computer science to undergraduates. The results showed that in teaching computer programming, a majority of the respondents used discussion and problem-solving methods, with each assisting students to gain computer programming skills and learn certain components of computational thinking. As such, it is recommended that teaching practitioners incorporate the discussion and problem-solving techniques in the teaching and learning of programming courses. The incorporation of such strategies will help students develop good computer programming and computational thinking skills encompassing all the fundamental elements. The results also revealed that the respondents had no experience in using the metacognitive technique. As such, it is also proposed that future research should focus on this technique to investigate any possible effects that it may have on the growth of the computer programming and computational thinking skills of undergraduates.

scholarly journals The Effect of Algorithm Education on Students’ Computer Programming Self-Efficacy Perceptions and Computational Thinking Skills

2020 ◽  
Vol 3 (3) ◽  
pp. 19-32
Author(s):  
PINAR MIHCI Türker ◽  
Ferhat Kadir Pala
Keyword(s):  
Self Efficacy ◽  
Teacher Candidates ◽  
Computer Programming ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Rank Test ◽  
Signed Rank ◽  
Algorithmic Problems ◽  
Signed Rank Test ◽  
Algorithmic Thinking

In this study, the effect of algorithm education on teacher candidates’ computational thinking skills and computer programming self-efficacy perceptions were examined. In the study, one group pretest posttest experimental design was employed. The participants consisted of 24 (14 males and 10 females) teacher candidates, majoring in Computer Education and Instructional Technology (CEIT). In order to determine the teacher candidates’ computer programming self-efficacy perceptions, the Computer Programming Self-Efficacy Scale was used, whereas Computational Thinking Skills Scale was used to determine their computational thinking skills. The Wilcoxon Signed-Rank Test was used to analyze the differences between pretest and posttest scores of students' computer programming self-efficacy perceptions and computational thinking skills. Throughout the practices, 10 different algorithmic problems were presented to the students each week, and they were asked to solve these problems using flow chart. For 13 weeks, 130 different algorithmic problems were solved. Algorithm education positively and significantly increased students' simple programming tasks, complex programming tasks and programming self-efficacy perceptions. On the other hand, algorithm education had a positive and significant effect only on students’ algorithmic thinking sub-dimension but did not have any effect on other sub-dimensions and computational thinking skills in general.  

Learning motivation in e-learning facilitated computer programming courses

2010 ◽  
Vol 55 (1) ◽  
pp. 218-228 ◽  
Author(s):  
Kris M.Y. Law ◽  
Victor C.S. Lee ◽  
Y.T. Yu
Keyword(s):  
Computer Programming ◽  
Learning Motivation ◽  
E Learning ◽  
Programming Courses

scholarly journals Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dan Sun ◽  
Fan Ouyang ◽  
Yan Li ◽  
Caifeng Zhu
Keyword(s):  
Secondary Education ◽  
Formal Education ◽  
Computer Programming ◽  
Effective Means ◽  
Computational Thinking ◽  
Analytical Framework ◽  
Thinking Skills ◽  
Learner Centered ◽  
Quasi Experimental ◽  
Programming Knowledge

Abstract Background Unplugged programming is proved to be an effective means to foster the learner-centered programming learning. In addition to the final tests, learners’ programming knowledge, skills, and capacities are primarily demonstrated throughout the programming process, particularly in the situation when they encounter challenges and problems. However, few studies examine how learners engage in the programming processes and to what extent unplugged programming fosters learning. This research used a quasi-experimental design to investigate two instructional modes in China’s secondary education, namely, the instructor-directed lecturing and the learner-centered unplugged programming. Based on an analytical framework, this research used mixed methods to compare learners’ knowledge, behaviors, and attitudes under these two instructional modes. Results The research results revealed discrepancies between two instructional modes. First, learners in the unplugged programming class achieved significantly higher scores on the programming knowledge assessment, compared to learners in the traditional lecturing class. Second, compared to the traditional lecturing class, learners in the unplugged programming class had higher test scores of the computational thinking skills, particularly on the cooperativity dimension. Next, discrepancies of in-class behaviors showed that learners in the unplugged programming class had frequent behaviors of listening to the instructor’s instructions and discussing with peers, while learners in the instructor-directed class had frequent behaviors of listening to instructor, taking notes, and irrelevant activities. Learners’ self-reported attitudes in the unplugged programming indicated a higher level of confidence than learners in the traditional lecturing class. Overall, this research revealed that the learner-centered unplugged programming had potential to improve learners’ programming knowledge, behaviors, and attitudes compared to the traditional instructor-directed lecturing of programming. Conclusions As a feasible and easy-to-use instructional activity in computer science education, unplugged programming is encouraged to be integrated in formal education to increase learners’ programming interests, motivations, and qualities. This quasi-experimental research compared learners’ programming knowledge, behaviors, and attitudes under two instructional modes. The results revealed critical discrepancies between two instructional modes on learners’ knowledge gains, in-class behaviors, and changes of attitudes towards programming. Pedagogical and analytical implications were provided for future instructional design and learning analytics of computer programming education.

scholarly journals Kontribusi Model Pembelajaran Web Centric Cource dan Self-Efficacy Komputer terhadap Prestasi Belajar Siswa Paket Keahlian Rekayasa Perangkat Lunak di SMK

2019 ◽  
Vol 4 (12) ◽  
pp. 1683
Author(s):  
Mohammad Mahmudi ◽  
Djoko Kustono ◽  
Maftuchin Romlie
Keyword(s):  
Learning Outcomes ◽  
Significant Influence ◽  
Self Efficacy ◽  
Random Sampling ◽  
Learning Motivation ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference ◽  
Computer Self Efficacy

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study aims to determine (1) significant influence of students learning motivation with Basic Programming learning outcomes, (2) significant effect of students computer self-efficacy with Basic Programming learning outcomes, (3) Significant differences in Basic Programming learning outcomes between groups of students who are taught with a web centric course are equipped with modules with groups of students who are taught with conventional models with modules. This study employed Nonequievalent Control Group Design with the consideration that the choosing of experimental and control group could not be determined by individual random sampling but it was done through assignment random sampling to the ten graders of software engineering department. Test instrument was used to measure computer self-efficacy and students’ motivation. The data analysis techniques used oneway covariance analysis with two covariates. The results of the study revealed: (1) there is no significant effect of students' learning motivation with Basic Programming learning result, this means less learning motivation in determining the role of treatment and improvement of learning outcomes, (2) there is a significant influence of Self Efficacy Computer students with Basic Programming learning outcomes, and (3) there is a significant difference in Basic Programming learning outcomes between groups of students taught with web centric courses equipped with modules with groups of students taught with conventional learning models equipped with modules.</p><p class="Abstract"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui (1) pengaruh yang signifikan motivasi belajar siswa dengan hasil belajar Pemrograman Dasar, (2) pengaruh yang signifikan <em>self-efficacy</em> komputer siswa dengan hasil belajar Pemrograman Dasar, dan (3) perbedaan yang signifikan hasil belajar Pemrograman Dasar antara kelompok siswa yang diajar dengan <em>web centric course</em> dilengkapi modul dengan kelompok siswa yang diajar dengan model konvensional dilengkapi modul. Penelitian ini menggunakan rancangan Nonequievalent Control Group Design dengan pertimbangan bahwa dalam penentuan kelompok eksperimen dan kelompok kontrol tidak dapat dilakukan dengan random acak individu, tetapi dilakukan dengan random kelompok (<em>assignment random sampling</em>) yaitu pada kelas X paket keahlian Rekayasa Perangkat Lunak. Teknik analisis data menggunakan analisis covariance satu jalan dengan dua covariate. Hasil penelitian menunjukkan (1) tidak ada pengaruh yang signifikan motivasi belajar siswa dengan hasil belajar Pemrograman Dasar, ini berarti motivasi belajar kurang berperan dalam menentukan pemberian perlakukan dan peningkatan hasil belajar, (2) ada pengaruh yang signifikan <em>Self Efficacy</em> Komputer siswa dengan hasil belajar Pemrograman Dasar, dan (3) ada perbedaan hasil belajar Pemrograman Dasar yang signifikan antara kelompok siswa yang diajar dengan web centric course dilengkapi modul dengan kelompok siswa yang diajar dengan model pembelajaran konvensional dilengkapi modul.</p></td></tr></tbody></table></div>

scholarly journals EFEKTIVITAS PELATIHAN EFIKASI DIRI DALAM MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA

2015 ◽  
Vol 1 (1) ◽  
pp. 01
Author(s):  
Isnaini Oktaverina ◽  
H. Fuad Nashori
Keyword(s):  
Qualitative Analysis ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
The Self ◽  
Learning Motivation ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Experimental Group

This research aimed to determine the effect of self efficacy training on students mathematics learning motivation. Subject in this research were 25 students of class IX SMP N "X" Sleman Yogyakarta, which are divided into 13 students as the experimental group and 12 students as the control group. The data was collected using a scale of mathematics motivation to learn and scale of self efficacy. The research design used was pre post control group design. Analysis of the study were quantitative and qualitative analysis. Quantitative analysis using the Mann – Whitney test to determine mathematics learning motivation after the self efficacy training given. The qualitative analysis was done based on observation, interviews and worksheets. The results of the research were used pre-test and post-test, showed that there was increased mathematics learning motivation after training given by the value of Z = -3.740 dan p = 0,000 (p < 0,05). In the pre-test and follow-up, showed that there was increased mathematics learning motivation after two weeks of training given by the value of Z = 1.989 dan p = 0,047 (p < 0,05). The conclusion of this research is the self efficacy training can increased students mathematics learning motivation class IX SMP N "X".

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.

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