The effects of teaching programming with scratch on pre-service information technology teachers' motivation and achievement

The aim of this study is to examine the effect of programming instruction with Scratch on student motivation and their programming achievements. The study group consisted of 52 sophomore students attending the Department of Computer Education and Instructional Technologies of Mehmet Akif Ersoy Unive...

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Vydané v:	Computers in human behavior Ročník 77; s. 11 - 18
Hlavní autori:	Erol, Osman, Kurt, Adile Aşkım
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Elmsford Elsevier Ltd 01.12.2017 Elsevier Science Ltd
Predmet:	BASIC (programming language) C (programming language) Colleges & universities Computer programming Data acquisition Education Factorial design Flowcharts Information technology Motivation Problem solving Programming Programming languages Scratch Students Test procedures Turkey Programming Flowcharts Scratch Motivation
ISSN:	0747-5632, 1873-7692
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Abstract	The aim of this study is to examine the effect of programming instruction with Scratch on student motivation and their programming achievements. The study group consisted of 52 sophomore students attending the Department of Computer Education and Instructional Technologies of Mehmet Akif Ersoy University's Faculty of Education, Turkey. Participants were randomly divided into two groups in order to have 26 students in both the test group and the control group. During the first seven weeks of the study, it is aimed that the students will understand programming logic and learn basic programming structures. For this purpose, participants in the test group were instructed using Scratch, whilst in the control group, flowcharting and problem-solving activities were conducted as per the curriculum. During the second seven weeks of the study, C# programming language instruction was conducted using the same method for both the test and control groups. Achievement Test and Motivated Strategies for Learning Questionnaire were utilized as data collection tools in the study, and a 3 × 2 (measurement time x groups) factorial design was employed. Study findings revealed that programming achievement scores for both the test and control groups increased at the end of the whole process; however, the increase was significantly different in favor of the test group at the end of the whole process. It was observed that motivation scores decreased in the control group, while the test group's scores increased. •Flow chart activities decrease participants' motivation.•Scratch activities increase participants' motivation.•The rise of motivation continue during C# instruction process.•Scratch activities are more effective in improving the programming achievements then flowcharts activities.
AbstractList	The aim of this study is to examine the effect of programming instruction with Scratch on student motivation and their programming achievements. The study group consisted of 52 sophomore students attending the Department of Computer Education and Instructional Technologies of Mehmet Akif Ersoy University's Faculty of Education, Turkey. Participants were randomly divided into two groups in order to have 26 students in both the test group and the control group. During the first seven weeks of the study, it is aimed that the students will understand programming logic and learn basic programming structures. For this purpose, participants in the test group were instructed using Scratch, whilst in the control group, flowcharting and problem-solving activities were conducted as per the curriculum. During the second seven weeks of the study, C# programming language instruction was conducted using the same method for both the test and control groups. Achievement Test and Motivated Strategies for Learning Questionnaire were utilized as data collection tools in the study, and a 3 x 2 (measurement time x groups) factorial design was employed. Study findings revealed that programming achievement scores for both the test and control groups increased at the end of the whole process; however, the increase was significantly different in favor of the test group at the end of the whole process. It was observed that motivation scores decreased in the control group, while the test group's scores increased. The aim of this study is to examine the effect of programming instruction with Scratch on student motivation and their programming achievements. The study group consisted of 52 sophomore students attending the Department of Computer Education and Instructional Technologies of Mehmet Akif Ersoy University's Faculty of Education, Turkey. Participants were randomly divided into two groups in order to have 26 students in both the test group and the control group. During the first seven weeks of the study, it is aimed that the students will understand programming logic and learn basic programming structures. For this purpose, participants in the test group were instructed using Scratch, whilst in the control group, flowcharting and problem-solving activities were conducted as per the curriculum. During the second seven weeks of the study, C# programming language instruction was conducted using the same method for both the test and control groups. Achievement Test and Motivated Strategies for Learning Questionnaire were utilized as data collection tools in the study, and a 3 × 2 (measurement time x groups) factorial design was employed. Study findings revealed that programming achievement scores for both the test and control groups increased at the end of the whole process; however, the increase was significantly different in favor of the test group at the end of the whole process. It was observed that motivation scores decreased in the control group, while the test group's scores increased. •Flow chart activities decrease participants' motivation.•Scratch activities increase participants' motivation.•The rise of motivation continue during C# instruction process.•Scratch activities are more effective in improving the programming achievements then flowcharts activities.
Author	Erol, Osman Kurt, Adile Aşkım
Author_xml	– sequence: 1 givenname: Osman surname: Erol fullname: Erol, Osman email: oerol@mehmetakif.edu.tr organization: Mehmet Akif Ersoy University, Turkey – sequence: 2 givenname: Adile Aşkım surname: Kurt fullname: Kurt, Adile Aşkım email: aakurt@anadolu.edu.tr organization: Anadolu University, Turkey
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Cites_doi	10.1002/cae.20465 10.1145/1539024.1508869 10.2498/cit.2000.04.03 10.18848/1832-3669/CGP/v07i01/56170 10.1076/csed.13.1.3.13540 10.1111/j.1467-8535.2007.00705.x 10.1016/j.compedu.2014.08.014 10.1353/hsj.2006.0012 10.1080/1049482900010102 10.1145/1227504.1227388 10.2190/J8W3-74U6-Q064-12J5 10.1145/1151954.1067453 10.1145/1124706.1121514 10.1177/1555412005281767 10.1145/1592761.1592779
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Snippet	The aim of this study is to examine the effect of programming instruction with Scratch on student motivation and their programming achievements. The study...
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SubjectTerms	BASIC (programming language) C (programming language) Colleges & universities Computer programming Data acquisition Education Factorial design Flowcharts Information technology Motivation Problem solving Programming Programming languages Scratch Students Test procedures
Title	The effects of teaching programming with scratch on pre-service information technology teachers' motivation and achievement
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