A Comparative Case Study to Experiences of High School Students Using Text-Based versus Hybrid-Based Environments in Programming Education

Abstract

This study aims to comparatively determine the experiences of high school students in programming language education via Python editor or Blockly tool. The comparative case study was conducted in this study. The participants consisted of total 19 high school students with no previous experience on any programming language, 9 of them in Python editor group and 10 of them in Blockly tool group. The qualitative data obtained with a semi-structured interview at the end of 10-week programming education process and analyzed by content analysis. The findings was presented in dimensions of programming process, course outcomes, and future programming courses. In each dimension, even if common codes obtained for both groups in some themes, the effects of these codes on students differed in each group. According to results, in the programming process, students faced some difficulties and conveniences in terms of mental effort. Some situations caused the learning anxiety in students, while others did not. The students achieved positive and negative course outcomes. In addition, students' preferences whether or not to attend the future programming courses changed for various reasons. Considering the scarcity of programming education studies via Python editor and Blockly tool, the results and implications of this study will strengthen future research by providing the rich data.