An investigation of the effects of programming with Scratch on the preservice IT teachers’ self‐efficacy perceptions and attitudes towards computer programming

The purpose of this study was to analyze the effects of programming with Scratch on the views of preservice Information Technology (IT) teachers towards computer programming. The study sample consisted of 151 preservice IT teachers who took an elective course including a Scratch module in the 2013–1...

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Bibliographic Details
Published in:British journal of educational technology Vol. 48; no. 3; pp. 789 - 801
Main Authors: Yukselturk, Erman, Altiok, Serhat
Format: Journal Article
Language:English
Published: Coventry Wiley-Blackwell 01.05.2017
Blackwell Publishing Ltd
Subjects:
Attitude Change
Attitudes
Computer programming
Computers
Elective Courses
Focus Groups
Information Technology
Interviews
Negative Attitudes
Online Surveys
Perception
Preservice Teachers
Program Effectiveness
Programming
Questionnaires
Self Efficacy
Statistical Analysis
Student Attitudes
Surveys
Task complexity
Tasks
Teacher Attitudes
Teachers
ISSN:0007-1013, 1467-8535
Online Access:Get full text
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Summary:The purpose of this study was to analyze the effects of programming with Scratch on the views of preservice Information Technology (IT) teachers towards computer programming. The study sample consisted of 151 preservice IT teachers who took an elective course including a Scratch module in the 2013–14 academic year. Three online questionnaires (Personal Information Questionnaire, The Computer Programming Self‐Efficacy Scale and The Computer Programming Learning Attitude Scale) were used to gather the quantitative data and focus group interviews were conducted to collect the qualitative data regarding the preservice IT teachers’ views in more detail. According to the results, there were significant increases in the mean of the preservice IT teachers’ self‐efficacy perceptions regarding almost all complex programming tasks after their Scratch programming experience. The results also showed that the preservice IT teachers’ negative attitudes towards programming decreased significantly and programming in the Scratch platform had significantly positive effects on the preservice IT teachers’ attitudes regarding some items in the scale.
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ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12453