scholarly journals Learning From Errors: Exploring the Effectiveness of Enhanced Error Messages in Learning to Program

2021 ◽  
Vol 12 ◽  
Author(s):  
Zihe Zhou ◽  
Shijuan Wang ◽  
Yizhou Qian
Keyword(s):  
Middle School Students ◽  
Assessment Tool ◽  
Control Group ◽  
Productive Failure ◽  
School Students ◽  
Learning From Errors ◽  
Programming Environments ◽  
Programming Error ◽  
Programming Skill

Error messages provided by the programming environments are often cryptic and confusing to learners. This study explored the effectiveness of enhanced programming error messages (EPEMs) in a Python-based introductory programming course. Participants were two groups of middle school students. The control group only received raw programming error messages (RPEMs) and had 35 students. The treatment group received EPEMs and had 33 students. During the class, students used an automated assessment tool called Mulberry to practice their programming skill. Mulberry automatically collected all the solutions students submitted when solving programming problems. Data analysis was based on 6339 student solutions collected by Mulberry. Our results showed that EPEMs did not help to reduce student errors or improve students’ performance in debugging. The ineffectiveness of EPEMs may result from reasons such as the inaccuracy of the interpreter’s error messages or students not reading the EPEMs. However, the viewpoint of productive failure may provide a better explanation of the ineffectiveness of EPEMs. The failures in coding and difficulties in debugging can be resources for learning. We recommend that researchers reconsider the role of errors in code and investigate whether and how failures and debugging contribute to the learning of programming.

Development of Successful Intelligence Through Movie Making: The Role of the Forethought Phase of Self-Regulation

2013 ◽  
Vol 12 (2) ◽  
pp. 215-229
Author(s):  
Dimitrios Zbainos ◽  
Golfo Karoumpali ◽  
Despoina Kentouri
Keyword(s):  
Middle School Students ◽  
Self Regulation ◽  
Intervention Group ◽  
Control Group ◽  
Traditional Teaching ◽  
School Students ◽  
Before And After ◽  
Successful Intelligence ◽  
The Relationship

This study investigated how the forethought phase of self-regulation is related to the cultivation of successful intelligence (SI) through a filmmaking project. The sample included 83 middle school students divided into an intervention and a control group. Students in the former group received a 3-month intervention involving the making of short movies for the cultivation of SI, whereas the latter continued with traditional teaching. Both groups were tested for their SI before and after the intervention and completed a questionnaire for the forethought phase components of self-regulation. This article presents the analyses of students’ responses to the forethought phase components questionnaire. The results demonstrated that, in general, students of the intervention group expressed higher levels of forethought self-regulation indicators than their peers in the control group; the relationship, however, between self-regulation and SI measures was relatively weak.

scholarly journals Going Beyond Mathematics Anxiety in Primary and Middle School Students: The Role of Ego‐Resiliency in Mathematics

2020 ◽  
Vol 14 (3) ◽  
pp. 255-266
Author(s):  
Enrica Donolato ◽  
Enrico Toffalini ◽  
David Giofrè ◽  
Sara Caviola ◽  
Irene C. Mammarella
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Anxiety ◽  
School Students ◽  
Ego Resiliency

Father Presence and Adolescents’ Resilience: The Mediating Role of Failure Learning

2021 ◽  
pp. 003329412110296
Author(s):  
Yue Yu ◽  
Xueyan Wei ◽  
Robert D Hisrich ◽  
Linfang Xue
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Significant Positive Correlation ◽  
Mediating Effect ◽  
The Other ◽  
Mediating Effects ◽  
School Students ◽  
Mediating Role ◽  
Father Presence

In this study, we aimed to investigate the association between father presence and the resilience of adolescents, and whether failure learning mediates this association. Specifically, we obtained in-depth details on the relation between father presence and adolescents’ resilience by examining the mediating effects of four subfactors of failure learning: failure cognition, reflection and analysis, experience transformation, and prudent attempt. For this purpose, we used the questionnaire to access Chinese middle school students’ father presence, resilience, and failure learning. In total, six hundred and twenty-six valid questionnaires were collected. The results were as follows: (1) there was a significant positive correlation between father presence, failure learning, and resilience; (2) failure learning played a mediating role between father presence and adolescents’ resilience; (3) the mediating effect of experience transformation and prudent attempt (two subfactors of failure learning) between father presence and adolescents’ resilience was significant, while the mediating effect of failure cognition and reflective analysis (the other two subfactors of failure learning) was insignificant.

Private Tutoring and Academic Achievement: Self-Study as a Mediator

2018 ◽  
Vol 46 (5) ◽  
pp. 823-830 ◽  
Author(s):  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Middle School Students ◽  
Private Tutoring ◽  
Study Time ◽  
School Students ◽  
Mediating Role ◽  
Self Study ◽  
The Relationship ◽  
Positive Effect

I examined the relationships among private tutoring in mathematics, self-study, and academic achievement, in particular, the potential mediating role of self-study in the relationship between private tutoring and academic achievement. The responses of 3,689 Korean middle school students were analyzed. Results showed that private tutoring time positively predicted self-study time and academic achievement. Number of hours of self-study also predicted academic achievement and mediated the relationship between private tutoring and academic achievement. These findings showed that private tutoring increased the time students spent on self-study rather than replacing it. In addition, the positive effect of private tutoring on academic achievement was mediated by increased self-study time. Practical and theoretical implications are discussed.

scholarly journals The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy

2021 ◽  
Vol 9 (2) ◽  
pp. 1263-1272
Author(s):  
Yirui Song ◽  
Lei Wang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Collective Efficacy ◽  
Moral Disengagement ◽  
School Bullying ◽  
School Students ◽  
Mediating Role ◽  
Middle School Bullying ◽  
The Relationship

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that (i) school loose-tight culture significantly predicted the occurrence of school bullying; (ii) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; (iii) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.

Towards a Model of Playful Learning

2016 ◽  
pp. 263-280
Author(s):  
Raphael Raphael
Keyword(s):  
Middle School Students ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Community Schools ◽  
Research Experience ◽  
School Students ◽  
Game Mechanics ◽  
Narrative Account

What is the role of play in learning? What ways can we as educators leverage our students' extracurricular digital lives in meaningful ways in our digital and physical learning environments? What roles can the elements of game mechanics and game thinking serve towards these ends, especially in a blended learning environment? These are some of the initial questions that guided my action research at the American Community Schools, Athens (ACS). My project considers the efficacy of employing gamification strategies within a blended learning environment. This chapter in turn provides a brief narrative account of my research experience, focusing on an entrepreneur simulation in the ACS Academy (High School), and a series of gamified interventions done with ACS middle school students. It closes with a brief gamification toolset, a series of practical considerations drawn from this field experience and relevant research that may be helpful for teachers and administrators interested in exploring ways to gamify their own digital and physical learning communities or spaces.

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