The Development and Validation of the Robotics Learning Self-Efficacy Scale (RLSES)

2021 ◽  
pp. 073563312199259
Author(s):  
Meng-Jung Tsai ◽  
Ching-Yeh Wang ◽  
An-Hsuan Wu ◽  
Chun-Ying Hsiao
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Discriminant Validity ◽  
Learning Experience ◽  
Assessment Tools ◽  
School Students ◽  
Five Dimensions ◽  
Analysis Application ◽  
Explained Variance ◽  
Development And Validation

Robotics education has gradually been emphasized in contemporary school curricula; however, assessment tools for robotics learning are still limited. Based on Bloom’s Taxonomy of educational objectives, this study aimed to develop the Robotics Learning Self-Efficacy Scale (RLSES) with a two-level construct of five dimensions for assessing students’ self-efficacy for learning robotics. A total of 181 elementary, junior high and senior high school students (5th–12th graders) with robotics learning experience were selected as the sample of this study. A questionnaire including 32 candidate items designed for the initial version of the RLSES was administered to the sample. An exploratory factor analysis was conducted and, finally, 16 items were drawn for the final RLSES under five subscales ( Comprehension, Practice, Analysis, Application, and Collaboration), with a total explained variance of 85.28%. The Cronbach’s alpha reliability was .97 for the overall scale, ranging from .87 to .95 for the subscales. The inter-correlation analysis showed evidence of discriminant validity. Regression analysis results supported that Practice and Comprehension self-efficacy were significant predictors of Analysis, Application, and Collaboration self-efficacy, confirming the two-level (2 × 3) construct of the RLSES. Significant differences among school levels were found and are discussed.

The Computational Thinking Scale for Computer Literacy Education

2020 ◽  
pp. 073563312097235
Author(s):  
Meng-Jung Tsai ◽  
Jyh-Chong Liang ◽  
Chung-Yuan Hsu
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Computer Literacy ◽  
Learning Experience ◽  
Computational Thinking ◽  
After School ◽  
Self Directed Learning ◽  
School Students ◽  
Five Dimensions ◽  
Positive Effects

Computational thinking has received tremendous attention from computer science educators and educational researchers in the last decade. However, most prior literature defines computational thinking as thinking outcomes rather than thinking processes. Based on Selby and Woodland’s framework, this study developed and validated the Computational Thinking Scale (CTS) to assess all students’ thought processes of computational thinking for both general and specific problem-solving contexts in five dimensions: abstraction, decomposition, algorithmic thinking, evaluation and generalization. A survey including 25 candidate items for CTS as well as demographic variables was administered to 388 junior high school students in Taiwan. An explorative factor analysis using the principal axis method with the oblimin rotation was used to validate the scale. Finally, 19 items were extracted successfully under the designed five dimensions, with a total explained variance of 64.03% and an overall reliability of 0.91. Results of the demographic comparisons showed that boys had a greater disposition than girls in decomposition thinking when solving problems using computer programming. In addition, programming learning experience, especially self-directed learning and after-school learning, had significant positive effects on all dimensions of CTS. Several future studies are suggested using this tool.

School Belonging, Educational Aspirations, and Academic Self-Efficacy among African American Male High School Students: Implications for School Counselors

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100
Author(s):  
Chinwe J. Uwah ◽  
H. George McMahon ◽  
Carolyn F. Furlow
Keyword(s):  
High School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
African American Male ◽  
Educational Aspirations ◽  
School Belonging ◽  
School Students ◽  
Male High School ◽  
Academic Self Efficacy ◽  
Perceptions Of School

While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptions of school belonging, educational aspirations, and academic self-efficacy among 40 African American male high school students. Results indicated that feeling encouraged to participate and educational aspirations were significant, positive predictors of academic self-efficacy. Other components of perceptions of school belonging were not significant in predicting academic self-efficacy. Recommendations for future research and practical suggestions for school counselors are discussed.

Boosting high school students' learning experience from a block-implemented Internet of Things experimentation

2021 ◽  
Author(s):  
Hellan Dellamycow Gomes Viana ◽  
Pericles de Lima Sobreira ◽  
Levy Marlon Souza Santiago ◽  
Jauberth Weyll Abijaude ◽  
Karim El Guemhioui ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Internet Of Things ◽  
Learning Experience ◽  
School Students
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