The effect of self-regulated programming learning on undergraduate students’ academic performance and motivation

Purpose>The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods.Design/methodology/approach>This study was conducted with an explanatory sequential mixed method...

Full description

Saved in:
Bibliographic Details
Published in:Interactive technology and smart education Vol. 19; no. 3; pp. 319 - 337
Main Author: Öztürk, Mücahit
Format: Journal Article
Language:English
Published: Bingley Emerald Group Publishing Limited 18.08.2022
Subjects:
Academic achievement
Basic Skills
Cognition & reasoning
College students
Cooperative learning
Course Content
Data collection
Distance learning
Feedback
Learning
Learning Processes
Learning Strategies
Metacognition
Motivation
Peers
Performance tests
Problem solving
Programming
Self evaluation
Self regulation
Skills
Strategic planning
Students
Support systems
Teaching
Teaching Methods
Time management
Undergraduate Students
Undergraduate study
ISSN:1741-5659, 1758-8510
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Purpose>The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods.Design/methodology/approach>This study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation.Findings>The results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation.Originality/value>In this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1741-5659
1758-8510
DOI:10.1108/ITSE-04-2021-0074