An Exploration of Factors Impacting Middle School Students' Attitudes Toward Computer Programming

Computer programming is becoming an essential skill for young students regardless of their education or career goals. Therefore, for students to develop and for educators and researchers to accurately measure self-efficacy in and value for programming is important. Although student motivation in sub...

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Vydané v:Computers in the schools Ročník 38; číslo 1; s. 19 - 35
Hlavní autori: Akcaoglu, Mete, Rosenberg, Joshua M., Hodges, Charles B., Hilpert, Jonathan C.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: New York Routledge 2021
Taylor & Francis Ltd
Predmet:
Computer programming
Computer Science Education
Computers
gender
Gender Differences
Girls
interest
Measurement Techniques
Middle School Students
Middle Schools
Motivation
Performance Factors
Predictor Variables
Pretesting
Programming
Rural Schools
Self Efficacy
Student Attitudes
Student Motivation
Surveys
utility value
Value Judgment
ISSN:0738-0569, 1528-7033
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Abstract Computer programming is becoming an essential skill for young students regardless of their education or career goals. Therefore, for students to develop and for educators and researchers to accurately measure self-efficacy in and value for programming is important. Although student motivation in subject matter can be measured using self-report surveys, these types of instruments are prone to error due to inherent biases. In this quasi-experimental and cross-sectional study, we examined whether using a computer programming pretest before taking a perception survey (i.e., providing examples of the key concept in the survey beforehand) had an impact on students' self-reported self-efficacy and utility value, thus helping collect more accurate data. Results showed no significant difference on self-efficacy and value scores between those who received a pretest and those who did not. In further analysis, however, it was found that pretest performance was positively correlated with self-efficacy and value. In addition, boys reported significantly higher self-efficacy and value than girls, confirming gender disparity outlined in previous research. An exploratory, but important, finding was that there was an interaction between gender and test performance for the self-efficacy and utility value. While boys' who had high pretest scores also reported higher levels of self-efficacy and utility value, it was the opposite for girls.
AbstractList Computer programming is becoming an essential skill for young students regardless of their education or career goals. Therefore, for students to develop and for educators and researchers to accurately measure self-efficacy in and value for programming is important. Although student motivation in subject matter can be measured using self-report surveys, these types of instruments are prone to error due to inherent biases. In this quasi-experimental and cross-sectional study, we examined whether using a computer programming pretest before taking a perception survey (i.e., providing examples of the key concept in the survey beforehand) had an impact on students' self-reported self-efficacy and utility value, thus helping collect more accurate data. Results showed no significant difference on self-efficacy and value scores between those who received a pretest and those who did not. In further analysis, however, it was found that pretest performance was positively correlated with self-efficacy and value. In addition, boys reported significantly higher self-efficacy and value than girls, confirming gender disparity outlined in previous research. An exploratory, but important, finding was that there was an interaction between gender and test performance for the self-efficacy and utility value. While boys' who had high pretest scores also reported higher levels of self-efficacy and utility value, it was the opposite for girls.
Audience Middle Schools
Junior High Schools
Secondary Education
Author Akcaoglu, Mete
Hilpert, Jonathan C.
Rosenberg, Joshua M.
Hodges, Charles B.
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  givenname: Mete
  surname: Akcaoglu
  fullname: Akcaoglu, Mete
  organization: Instructional Technology, Department of Leadership, Technology, and Human Development, Georgia Southern University
– sequence: 2
  givenname: Joshua M.
  surname: Rosenberg
  fullname: Rosenberg, Joshua M.
  organization: STEM Education, Department of Theory and Practice in Teacher Education, The University of Tennessee, Knoxville
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  givenname: Charles B.
  surname: Hodges
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  organization: Instructional Technology, Department of Leadership, Technology, and Human Development, Georgia Southern University
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  givenname: Jonathan C.
  surname: Hilpert
  fullname: Hilpert, Jonathan C.
  organization: Department of Educational Psychology and Higher Education, University of Nevada Las Vegas
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SubjectTerms Computer programming
Computer Science Education
Computers
gender
Gender Differences
Girls
interest
Measurement Techniques
Middle School Students
Middle Schools
Motivation
Performance Factors
Predictor Variables
Pretesting
Programming
Rural Schools
Self Efficacy
Student Attitudes
Student Motivation
Surveys
utility value
Value Judgment
Title An Exploration of Factors Impacting Middle School Students' Attitudes Toward Computer Programming
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