The effects of block‐based visual and text‐based programming training on students' achievement, logical thinking skills, and motivation
Background Studies on the effectiveness of block‐based environments continue to produce inconsistent results. A strong reason for this is that most studies compare environments that are not equivalent to each other or to the level of learners. Moreover, studies that present evidence of the effective...
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| Vydáno v: | Journal of computer assisted learning Ročník 39; číslo 2; s. 644 - 658 |
|---|---|
| Hlavní autoři: | , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Chichester, UK
John Wiley & Sons, Inc
01.04.2023
Wiley Wiley Subscription Services, Inc |
| Témata: | |
| ISSN: | 0266-4909, 1365-2729 |
| On-line přístup: | Získat plný text |
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| Abstract | Background
Studies on the effectiveness of block‐based environments continue to produce inconsistent results. A strong reason for this is that most studies compare environments that are not equivalent to each other or to the level of learners. Moreover, studies that present evidence of the effectiveness of block‐based environments by comparing equivalent environments are limited.
Objectives
This study aims to scrutinize the effects of programming training to be held in equivalent environments (block‐based and text‐based) with university students who do not have prior programming knowledge and experience on achievement, logical thinking, and motivation.
Methods
The study was conducted by using an experimental pretest‐posttest control group design. The study was conducted with 60 students, the total consisting of 30 students in the experimental group and 30 students in the control group. In the experimental group, block‐based visual programming training with Scratch was conducted and the control group received text‐based programming training with Small Basic. The training was maintained for 10 weeks, for 4 h a week in each group. The programming achievement test, the logical thinking skills test, and the motivation scale were used to collect the data.
Results and Conclusions
The results showed that the use of a block‐based environment in programming training contributed positively to the development of students' logical thinking skills, and motivation for learning programming. In contrast, there was evidence that this training did not make a difference on programming success.
Implications
The findings of the study provided evidence of the effectiveness of block‐based training in comparisons made in equivalent environments. Focusing research on this issue may contribute to the improvement of the current understanding.
Lay Description
What is already known about this topic?
Programming is a competency that students have difficulty in the learning process.
Studies on the effectiveness of block‐based environments present inconsistent results.
Studies examining the effectiveness of learning programming in equivalent environments (such as Scratch versus Small Basic) are limited.
What this paper adds?
The effectiveness of programming environments was examined in equivalent environments.
Learning programming in a block‐based environment contributed more positively to students' logical thinking and motivation.
The impact of block and text‐based environments on programming achievement was similar.
Implications for practice and/or policy
The use of a block‐based environment in programming education provides positive contributions to the development of novice undergraduate students' logical thinking skills and motivation.
The issue of equivalence of environments is critical in research comparing programming achievement. |
|---|---|
| AbstractList | Background: Studies on the effectiveness of block-based environments continue to produce inconsistent results. A strong reason for this is that most studies compare environments that are not equivalent to each other or to the level of learners. Moreover, studies that present evidence of the effectiveness of block-based environments by comparing equivalent environments are limited. Objectives: This study aims to scrutinize the effects of programming training to be held in equivalent environments (block-based and text-based) with university students who do not have prior programming knowledge and experience on achievement, logical thinking, and motivation. Methods: The study was conducted by using an experimental pretest-posttest control group design. The study was conducted with 60 students, the total consisting of 30 students in the experimental group and 30 students in the control group. In the experimental group, block-based visual programming training with Scratch was conducted and the control group received text-based programming training with Small Basic. The training was maintained for 10 weeks, for 4 h a week in each group. The programming achievement test, the logical thinking skills test, and the motivation scale were used to collect the data. Results and Conclusions: The results showed that the use of a block-based environment in programming training contributed positively to the development of students' logical thinking skills, and motivation for learning programming. In contrast, there was evidence that this training did not make a difference on programming success. Implications: The findings of the study provided evidence of the effectiveness of block-based training in comparisons made in equivalent environments. Focusing research on this issue may contribute to the improvement of the current understanding. BackgroundStudies on the effectiveness of block‐based environments continue to produce inconsistent results. A strong reason for this is that most studies compare environments that are not equivalent to each other or to the level of learners. Moreover, studies that present evidence of the effectiveness of block‐based environments by comparing equivalent environments are limited.ObjectivesThis study aims to scrutinize the effects of programming training to be held in equivalent environments (block‐based and text‐based) with university students who do not have prior programming knowledge and experience on achievement, logical thinking, and motivation.MethodsThe study was conducted by using an experimental pretest‐posttest control group design. The study was conducted with 60 students, the total consisting of 30 students in the experimental group and 30 students in the control group. In the experimental group, block‐based visual programming training with Scratch was conducted and the control group received text‐based programming training with Small Basic. The training was maintained for 10 weeks, for 4 h a week in each group. The programming achievement test, the logical thinking skills test, and the motivation scale were used to collect the data.Results and ConclusionsThe results showed that the use of a block‐based environment in programming training contributed positively to the development of students' logical thinking skills, and motivation for learning programming. In contrast, there was evidence that this training did not make a difference on programming success.ImplicationsThe findings of the study provided evidence of the effectiveness of block‐based training in comparisons made in equivalent environments. Focusing research on this issue may contribute to the improvement of the current understanding. Background Studies on the effectiveness of block‐based environments continue to produce inconsistent results. A strong reason for this is that most studies compare environments that are not equivalent to each other or to the level of learners. Moreover, studies that present evidence of the effectiveness of block‐based environments by comparing equivalent environments are limited. Objectives This study aims to scrutinize the effects of programming training to be held in equivalent environments (block‐based and text‐based) with university students who do not have prior programming knowledge and experience on achievement, logical thinking, and motivation. Methods The study was conducted by using an experimental pretest‐posttest control group design. The study was conducted with 60 students, the total consisting of 30 students in the experimental group and 30 students in the control group. In the experimental group, block‐based visual programming training with Scratch was conducted and the control group received text‐based programming training with Small Basic. The training was maintained for 10 weeks, for 4 h a week in each group. The programming achievement test, the logical thinking skills test, and the motivation scale were used to collect the data. Results and Conclusions The results showed that the use of a block‐based environment in programming training contributed positively to the development of students' logical thinking skills, and motivation for learning programming. In contrast, there was evidence that this training did not make a difference on programming success. Implications The findings of the study provided evidence of the effectiveness of block‐based training in comparisons made in equivalent environments. Focusing research on this issue may contribute to the improvement of the current understanding. Lay Description What is already known about this topic? Programming is a competency that students have difficulty in the learning process. Studies on the effectiveness of block‐based environments present inconsistent results. Studies examining the effectiveness of learning programming in equivalent environments (such as Scratch versus Small Basic) are limited. What this paper adds? The effectiveness of programming environments was examined in equivalent environments. Learning programming in a block‐based environment contributed more positively to students' logical thinking and motivation. The impact of block and text‐based environments on programming achievement was similar. Implications for practice and/or policy The use of a block‐based environment in programming education provides positive contributions to the development of novice undergraduate students' logical thinking skills and motivation. The issue of equivalence of environments is critical in research comparing programming achievement. |
| Audience | Higher Education Postsecondary Education |
| Author | Saygıner, Şenol Tüzün, Hakan |
| Author_xml | – sequence: 1 givenname: Şenol orcidid: 0000-0002-5280-3847 surname: Saygıner fullname: Saygıner, Şenol email: senolsayginer@gmail.com organization: Hatay Mustafa Kemal University – sequence: 2 givenname: Hakan orcidid: 0000-0003-1153-5556 surname: Tüzün fullname: Tüzün, Hakan organization: Hacettepe University |
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| Copyright | 2022 John Wiley & Sons Ltd. 2023 John Wiley & Sons Ltd. |
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| Title | The effects of block‐based visual and text‐based programming training on students' achievement, logical thinking skills, and motivation |
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