International Journal of Modern Education and Computer Science (IJMECS)
IJMECS Vol. 8, No. 1, 8 Jan. 2016
Cover page and Table of Contents: PDF (size: 557KB)
The Effects of Scratch-Based Game Activities on Students’ Attitudes, Self-Efficacy and Academic Achievement
Full Text (PDF, 557KB), PP.16-23
Views: 0 Downloads: 0
Author(s)
Ozgen KORKMAZ
1,*
Index Terms
Scratch, programming, learning, learning environment, Scratch - based game
Abstract
The purpose of the present research is to designate the effects of Scratch-based game activities on students’ attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. The research was conducted through a pre-test – post-test control group quasi-experimental study. The study group consists of 49 students studying at the Faculty of Engineering. The test group was administered a teaching method with Scratch-based game activities. On the other hand, the control group was directly taught C++ topics via an editor. Research data were collected via an implementing academic achievement test (Kr-20= 0, 71), attitude towards a learning programming scale (Cronbach’s Alpha =0.84) and a computer programming self-efficacy scale (Cronbach’s Alpha= 0.966). Our findings are as follows: A significant number of the students consider themselves as mid-level efficient in C++ programming. Scratch-based game activities render no effects on students’ attitudes and self-efficacy perceptions. On the other hand, Scratch-based game activities render significant contributions on students’ academic achievements in C++ programming language.
Cite This Paper
Özgen KORKMAZ,"The Effects of Scratch-Based Game Activities on Students' Attitudes, Self-Efficacy and Academic Achievement", International Journal of Modern Education and Computer Science(IJMECS), Vol.8, No.1, pp.16-23, 2016.DOI: 10.5815/ijmecs.2016.01.03
Reference
[1] Ö. Korkmaz, H. Altun.. A Validity and reliability study of the Learning Computer Programming Attitude Scale (LeCoPAS). Mevlana International Journal of Education, 2014a, 4(1): 30-43 http://dx.doi.org/10.13054/mije.13.73.4.1.
[2] X. Fang. Application of the participatory method to the computer fundamentals course, Affective Computing and Intelligent Interaction. Advances in Intelligent and Soft Computing, 2012, 137: 185-189.
[3] Ö. Korkmaz.. The Impact of Critical Thinking and Logical-Mathematical Intelligence on Algorithmic Design Skills. Journal of Educational Computing Research, 2012, 46(2):173-193. DOI: 10.2190/EC.46.2.d.
[4] W.W.F. Lau, A.H.K. Yuen. Modelling programming performance: Beyond the influence of learner characteristics. Computers & Education, 2011, 57: 1202–1213. doi:10.1016/j.compedu.2011.01.002
[5] Y. Wang, H. Li, Y. Feng, Y. Jiang, and Y. Liu. Assessment of programming language learning based on peer code review model: Implementation and experience report. Computers & Education, 2012, 59: 412–422. doi:10.1016/j.compedu.2012.01.007.
[6] R. Hamada. The Relationship between Learning Logo and Proficiency in Mathematics. Unpublished Doctorate Thesis. Colombia: Colombia University, 1986.
[7] E. Çetin. The effect of computer programming education on children’s problem-solving skills. Unpublished Master Thesis. Gazi Universities, Ankara, 2012.
[8] Y. Akpınar and A. Altun, Bilgi ToplumuOkullarında Programlama Eğitimi Gereksinimi [Programming Educational Needs in the Information Society School]. Elementary Education Online, 13(1), pp: 1-4.
[9] A. Gomes, A. J. Mendes. Learning to program-difficulties and solutions. International Conference on Engineering Education, ICEE. 2007.
[10] P. Tan, C. Ting, S. Ling. Learning Difficulties in Programming Courses: Undergraduates’ Perspective and Perception. International Conference on Computer Technology and Development, 2009, 42-46.doi:10.1109/ICCTD.2009.188.
[11] T. Jenkins. On the difficulty of learning to program. in Proc. of the 3 rd Annu. LTSN_ICS Conf., Loughborough University, United Kingdom, 2002, pp. 53-58.
[12] Z. Katai, K..Juhasz, and A.K. Adorjani. On the role of senses in education. Computers & Education, 2008, 51(4), 1707–1717.doi:10.1016/j.compedu.2008.05.002.
[13] Ö. Korkmaz. Students’ Difficulties in and Opinions about Designing Algorithms According to Different Instructional Applications. Energy Education Science and Technology Part B: Social and Educational Studies, 2013, 5(1).209-218.
[14] I. Milne, and G. Rowe. Difficulties in Learning and Teaching Programming—Views of Students and Tutors. Education and Information Technologies, 2002, 7(1): 55-66.
[15] J.P. Landry, J.H. Pardue, M.V. Doran, and R.J. Daigle. Encouraging Students to Adopt Software Engineering Methodologies: The Influence of Structured Group Labs on Beliefs and Attitudes. Journal of Engineering Education, 2002, 91(1):103-108.
[16] M., Resnick, Y. Kafai, J. Maloney, N. Rusk, L. Burd, and B. Silverman. A Networked, Media-Rich Programming Envi-ronment to Enhance Technological Fluency at After-School Centers in Economically Disadvantaged Communities. Proposal to National Science Foundation, 2003.
[17] M. Yorulmaz. Internet Kafelerin Daha FaydalıKullanılabilmeleri için Bir Öneri: Scratch [Recommendations for a More Useful can use the Internet Café: Scrathc]. inet-tr’ 2008 :22-23 December. METU: Ankara.
[18] N. Çağıltay Ercil, and M. Fal. Scratch İle Programlamayı Öğreniyorum [I learn programming with Scratch]. Ankara: METU Pub, 2013.
[19] J. Maloney, M. Resnick, N. Rusk, B. Silverman, and E. Eastmond. The Scratch Programming Language and Environment. ACM Transactions on Computing Education, 2010, 10(4), 1-16.
[20] B. Kaučič, and T. Asič. Improving Introductory Programming with Stratch? MIPRO, 2011, p:1095-1100.
[21] J. Maloney, L. Burd, Y. Kafai, N. Rusk, B. Silverman, and M. Resnick.. Scratch: A Sneak Preview. Second International Conference on Creating, Connecting, and Collaborating through Computing. Kyoto, Japan, 2004, pp. 104-109.
[22] D. Karabak,, and A.Güneş. Curriculum Proposal for First Class Secondary School Students in the Field of Software Development. Journal of Research in Education and Teaching, 2013, 2(3):175-181.
[23] Z. Genç, S. Karakuş. Learning Through Design: Using Scratch In Instructional Computer Games, Design. 5 th International Computer & Instructional Technologies Symposium, 22-24 September. Fırat University, Elazığ, 2011, p: 981-987.
[24] N. Calder. Using Scratch: An Integrated Problem-solving Approach to Mathematical Thinking. APMC, 2010, 15 (4), 9-14.
[25] G.Hwang, P. Wu, and C. Chen.. An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 2012, 59: 1246–1256. doi:10.1016/j.compedu.2012.05.009.
[26] C. Lai, Q. Wang, and J. Lei. What factors predict undergraduate students' use of technology for learning? A case from Hong Kong. Computers & Education, 2012, 59(2): 569–579.doi:10.1016/j.compedu.2012.03.006.
[27] S.D. Anastasiadou, and A.S. Karakos. The beliefs of electrical and computer engineering students’ regarding computer programming. The International Journal of Technology, Knowledge and Society, 2014, 7(1): 37-51.
[28] Y. Erdogan, E. Aydin, and Y.T. Kabaca. Exploring the Psychological Predictors of Programming Achievement. Journal of Instructional Psychology, 2008, 35(3): 264-270.
[29] H. Kotaman.. Self-Efficay Belif and Enhancement of Learning Performance. Uludağ University the Journal of Educational Faculty, 2008, XXI (1), 111-133.
[30] V. Ramalingam, and S. Wiedenbeck. Development and validation of scores on a computer programming self-efficacy scale and group analyses of novice programmer self-efficacy. Journal of Educational Computing Research, 1998, 19(4), 367-381.
[31] Ö. Korkmaz. H. Altun. Adapting Computer Programming Self-Efficacy Scale and Engineering Students’ Self-Efficacy Perceptions. Participatory Educational Research (PER). 2014b. Vol. 1(1), pp. 20-31.
[32] B.G. Tabachnick, and L.S. Fidell. Using Multivariate Statistics (sixth ed.). Pearson, Boston, 2013.
[33] C. Sacks, Y. Bellisimo, and J. Mergendoller. Attitudes toward computers and computer use: the issue of gender. Journal of Research on Computing in Education, 1993, 26: 257-269.
[34] N. Hawi. Causal attributions of success and failure made by undergraduate students in an introductory-level computer programming course. Computers & Education, 2010, 54: 1127–1136.doi:10.1016/j.compedu.2009.10.020
[35] B.P. Hernane, F.Z. Gilney and A. Marcelo. Learning computer programming: Implementing a fractal in a Turing machine, Computers & Education. 2010, 55(2):767-776. doi: 10.1016/j.compedu.2010.03.009.
[36] A. Robins, J. Rountree, and N. Rountree. Learning and Teaching Programming: A Review and Discussion, Computer Science Education, 2003, 13(2): 137–172.
[37] I. Bassey, D.Afuro, and M. Munienge,"An Investigation of Software Engineering Knowledge of Undergraduate Students", IJMECS, vol.7, no.12, pp.42-50, 2015.DOI: 10.5815/ijmecs.2015.12.06.
[38] W. Kobsiripat. Effects of the Media to Promote the Scratch Programming Capabilities Creativity of Elementary School Students. Procedia - Social and Behavioral Sciences. 2015, 174: 227–232.doi:10.1016/j.sbspro.2015.01.651.
[39] M. Kordaki. Diverse Categories of Programming Learning Activities could be performed within Scratch. Procedia - Social and Behavioral Sciences, 2012, 46: 1162-1166.doi:10.1016/j.sbspro.2012.05.267.
[40] T. Ferrer-Mico, M. À. Prats-Fernàndez, A., Redo-Sanchezb. Impact of Scratch Programming on Students’ Understanding of Their Own Learning Process. Procedia - Social and Behavioral Sciences. 2012, 46: 1219–1223. doi:10.1016/j.sbspro.2012.05.278.
[41] C. Garcia Quan. Student Teachers Evaluating and Assessing SCRATCH in the Applied Linguistics, 2015. Classroom. Procedia - Social and Behavioral Sciences. 174: 1450–1456.doi:10.1016/j.sbspro.2015.01.774.