The Effect of Coding Education on Students 'Efficiency and Scratch Achievements

Büyükkarcı, Ayşegül; Taşlıdere, Erdal

doi:10.26634/jet.18.2.17970

Cited by 3 publications

(4 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Accordingly, it can be stated that digital game design-supported coding training was effective in increasing the scratch achievement of the participants. This result overlaps with those of the previous research (Büyükkarcı & Taşlıdere, 2021;Çağıltay, 2007;Rizvi et al, 2011;Westcott, 2008). In their study, Büyükkarcı and Taşlıdere (2021) report that scratch education increased 4th grade primary school students' coding achievement.…”

Section: Conclusion and Discussionsupporting

confidence: 89%

“…This result overlaps with those of the previous research (Büyükkarcı & Taşlıdere, 2021;Çağıltay, 2007;Rizvi et al, 2011;Westcott, 2008). In their study, Büyükkarcı and Taşlıdere (2021) report that scratch education increased 4th grade primary school students' coding achievement. Likewise, Rizvi et al (2011) announced that game design activities with Scratch in the programming course were effective on the coding achievement of first-year university students.…”

Section: Conclusion and Discussionsupporting

confidence: 89%

See 1 more Smart Citation

The Effect of Digital Game Design Supported Coding Education on Gifted Students' Scratch Achievement and Self-Efficacy

Bozan,

Taşlıdere

2024

Int. J. of Cont. Edu. Res.

View full text Add to dashboard Cite

Coding tools that use blocks to create programs are popular among kids and play a key role in learning how to code. The effectiveness of the coding courses that are available nowadays depends on how well the tools match the students’ needs. The aim of this study is to reveal the impact of digital game design supported coding education with Scratch on gifted students' Scratch academic achievement and self-efficacy. The research was conducted with one-group pre-test post-test experimental design. The sample of the study consists of 40 3rd grade gifted students studying at a Science and Art Center in Türkiye. Scratch achievement test and Scratch self-efficacy scale were used as pre-test and post-test before and after the training. The data of the study were analyzed with dependent groups t-test. Post-test scores of the students obtained from Scratch achievement and self-efficacy scale showed a statistically significant increases compared to the pre-test scores. It was revealed that digital game design supported education contributed positively to students' Scratch achievement and self-efficacy in coding.

show abstract

Section: Conclusion and Discussionsupporting

confidence: 89%

Section: Conclusion and Discussionsupporting

confidence: 89%

The Effect of Digital Game Design Supported Coding Education on Gifted Students' Scratch Achievement and Self-Efficacy

Bozan,

Taşlıdere

2024

Int. J. of Cont. Edu. Res.

View full text Add to dashboard Cite

show abstract

“…Looking at the literature, no research has been found that examines the effect of Scratch activities adapted to science lessons on students' self-efficacy perception towards Block-based programming. However, there are studies examining the effect of Scratch or Scratch-based robotic coding training on self-efficacy perception towards block-based programming (Buyukkarci & Taslidere, 2021;Durak et al, 2019;Güleryüz, 2022). The related literature suggests that training increased the perception of self-efficacy towards block-based programming.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Block Coding (Scratch) Activities Integrated into the 5E Learning Model in Science Teaching on Students’ Computational Thinking Skills and Programming Self-Efficacy

Koray,

Bilgin

2023

Sci Insights Educ Front

View full text Add to dashboard Cite

This study was carried out to determine the effect of Scratch-based coding applications integrated into the 5E learning model used in science teaching on students’ computational thinking skills and self-efficacy towards block-based programming. In addition, students’ perceptions of the activity were measured after each Scratch activity, which was applied at different stages of the course and with different difficulty. The study employed the pretest-posttest control group less design, one of the quasi-experimental methods. The study sample consist of 22 6th grade students attending a public school in Turkey located in a district center in the Eastern Black Sea region. The study was carried out in a five-week period in the 2022-2023 academic years. Computational thinking scale and robotics attitude scale, self-efficacy perception scale related to block-based programming and activity perception scale were used as data collection tools. The data were analyzed using the dependent samples t-test. The findings suggest that computational thinking skills level of students and their self-efficacy perception related to block-based programming increased significantly with the Scratch-based activities integrated into 5E learning model applied in science subjects. In addition, students have positive attitudes towards these activities. Thus, it is recommended to apply Scratch-based coding applications in teaching science subjects.

show abstract

“…Los hallazgos contenidos en esta investigación permitieron determinar que el uso de Scratch fue efectivo en las habilidades del pensamiento algorítmico, siendo consistente con estudios anteriores (Campbell & Atagana, 2022;Buyukkarci & Taslidere, 2021;İlic, 2021;Altun & Kasalak, 2018;Pérez-Narvaés et al, 2020), a través de los cuales se observó que Scratch contribuía a la resolución de problemas y a las habilidades del pensamiento algorítmico.…”

Section: Z -3731unclassified

El impacto del uso de Scratch para favorecer el pensamiento algorítmico en estudiantes de educación superior

Velasco-Ramírez,

Otero-Escobar

2023

RIE

View full text Add to dashboard Cite

This research work presents the proposal of a technopedagogical intervention strategy aimed at promoting algorithmic thinking. The construct of algorithmic thinking is defined, and the selected technopedagogical strategy is described, which involves the use of the Scratch programming environment to develop algorithmic thinking through an electronic platform. The research was conducted using a quantitative, cross-sectional, and descriptive approach with a pretest-posttest design for a group of 48 students majoring in Computer Systems Administration at the University of Veracruz who were taking the educational experience in Algorithm Design and Implementation. The Wilcoxon test for related samples in SPSS was used to accept or reject the research hypothesis, which allowed for the observation of favorable results in the posttest compared to the pretest, concluding that the use of Scratch contributes to algorithmic thinking skills.

show abstract

The Effect of Coding Education on Students 'Efficiency and Scratch Achievements

Cited by 3 publications

References 23 publications

The Effect of Digital Game Design Supported Coding Education on Gifted Students' Scratch Achievement and Self-Efficacy

The Effect of Digital Game Design Supported Coding Education on Gifted Students' Scratch Achievement and Self-Efficacy

The Effect of Block Coding (Scratch) Activities Integrated into the 5E Learning Model in Science Teaching on Students’ Computational Thinking Skills and Programming Self-Efficacy

El impacto del uso de Scratch para favorecer el pensamiento algorítmico en estudiantes de educación superior

Contact Info

Product

Resources

About