The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot

Sáez-López, José-Manuel; Sevillano-García, María-Luisa; Vázquez‐Cano, Esteban

doi:10.1007/s11423-019-09648-5

Cited by 85 publications

(95 citation statements)

References 28 publications

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“…It can be associated to the students learning interest and self-efficacy on learning programming is a critical factor in determining their programming performance as supported by existing literature (54,55) . The respondents' mathematics and programming performance is in contrast to the existing literature between male and female students (53) .…”

Section: Correlation Of Constructs To Programming Performancecontrasting

confidence: 57%

“…Several studies support this claim on students critical thinking skills (computational and rigorous thinking skills) on its impact to programming performance among students in the University (7,(50)(51)(52) . Further, students with better mathematics experiences will gain a better programming experience in the University (53) .…”

Section: Correlation Of Constructs To Programming Performancementioning

confidence: 99%

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Mining educational data in predicting the influence of Mathematics on the programming performance of University students

Cornillez¹,

e²,

Santos³

2020

IJST

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Objectives: The aim of this study was to investigate the influence of mathematics to the programming performance of Information Technology students and identified the relationships of their performance in programming among genders. Methods/Statistical analysis: The study utilized the data mining method using J48 classification algorithm and descriptive-correlation design. The data were gathered from Electronic Database of the University. Failure ratings of the students were removed as significant outliers and came up with 73 data sets. Pearson r and Point Biserial Correlations were used with 0.05 level of significance alpha to test the correlation between continuous measures of independent and dependent variables. Further, descriptive statistics were used to describe the level of performance in mathematics and programming. Findings: The results show that students demonstrated a high performance in their mathematics in the modern world course with a mean rating of 2.16 (SD=0.27), and a low performance in their mathematics enhancement 1 with a mean grade of 2.81 (SD=0.38). Similar result in their programming course with a mean grade of 2.64 (SD=0.39). The mathematics performance of the students is significantly correlated to their performance in programming. The low performance in mathematics enhancement 1 corresponds to the low performance in programming. Moreover, female students performed better in their programming course compared to males. Applications: The results could help the teachers improve the quality of instructions particularly in mathematics and programming that will improve the performance of the students in both subjects. Concerned University administrators should conduct frequent assessments and curriculum revisits to examine possible areas of improvement beneficial to the students.

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Section: Correlation Of Constructs To Programming Performancecontrasting

confidence: 57%

Section: Correlation Of Constructs To Programming Performancementioning

confidence: 99%

Mining educational data in predicting the influence of Mathematics on the programming performance of University students

Cornillez¹,

e²,

Santos³

2020

IJST

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“…A strong relationship between motivation and robotics activities has been reported in the literature. The use of robotics improves students' motivation in STEM education (Kim et al, 2015;Taylor & Baek, 2018), programming courses (Çınar, 2019;McGill, 2012), foreign language education (Hong et al, 2016) and science education (Chin et al, 2014;Koç & Böyük, 2013;Sáez-López et al, 2019;Park, 2015). On the contrary, some research results did not demonstrate any motivational effects from using robots in the classroom (McWhorter & O'Connor, 2009).…”

Section: Discussionmentioning

confidence: 99%

Implementing teacher-centered robotics activities in science lessons: The effect on motivation, satisfaction and science skills

Coşkunserçe

2021

JPR

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In studies on the use of robotic in science education, students are generally expected to design and program robots in specially designed robotic laboratories and during extracurricular activities. Although researchers claim that the student-centered approach and active student participation is more effective, teachers generally have to apply traditional teaching strategies in the field of science education due to the high number of students, a lack of materials, insufficient time and lack of professional teaching skills. Robotics activities can be performed in a traditional classroom environment and within a teacher-centered lesson structure. The aim of this study was to investigate the effect of teacher-centered robotics activities performed in science lessons on students' motivation, to determine their satisfaction with the activities and to collect their opinions about the activities. A parallel mixed-methods design was used for data collection. The results of the study indicated that teacher-centered robotics activities increased the motivation of students to participate in science lessons. Moreover, when the interviews with the students were examined, all of them commented that engaging in robotics activities improved their science skills. In addition, the majority of students were satisfied with the robotics activities and had positive feelings about them, believing that they helped them to learn and were enjoyable and interesting.

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“…Some studies (Sáez-López, Román-González & Vázquez-Cano, 2016;Sáez-López & Sevillano-García, 2017;Sáez-López, 2019;Sáez-López, Sevillano-García & Vázquez-Cano, 2019) underline the advantages of applying visual block programming in primary education, describing cases in Art classes. In these studies, the students created their own content using Scratch, and a relative increase in commitment, motivation and sense of fun was noted.…”

Section: Concepts Related To Coding Programming and Computational Tmentioning

confidence: 99%

Introducing robotics and block programming in elementary education

Sáez-López

Otero

García-Cervigón

2020

RIED

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Este estudio demuestra la importancia de un diseño para la educación que incorpore la programación de visual por bloques y la robótica en educación primaria. Este estudio describe cómo la robótica se implementa de manera efectiva en las escuelas, basándose en conceptos computacionales y las actividades del aula. Describimos, aplicamos y presentamos varios recursos, los docentes que deseen comenzar a trabajar con la programación y la robótica en la educación deben considerar los recursos requeridos y cómo se pueden adaptar a los niveles y etapas de la educación de sus alumnos. Es fundamental conocer los recursos disponibles y adaptarlos a las necesidades de los discentes. El análisis involucra a 107 estudiantes de quinto curso de educación primaria en tres centros escolares, la muestra fue no probabilística e intencional. La primera dimensión es un diseño cuasi-experimental que obtiene datos de una prueba, la validez de constructo se probó mediante análisis factorial exploratorio. La segunda dimensión detalla los resultados para las cuatro escalas descritas anteriormente: aprendizaje activo, conceptos computacionales, utilidad percibida y disfrute, esta dimensión examina los resultados de la escala antes mencionada que analiza las interacciones pedagógicas. Se lograron mejoras estadísticamente significativas en la comprensión de conceptos computacionales básicos: secuencias, bucles, declaraciones condicionales, ejecución paralela, manejo de eventos y uso de robótica. También se observaron mejoras en la interacción didáctica, y en un mayor disfrute, entusiasmo, eficiencia y participación activa, mostrando los estudiantes una mayor motivación, compromiso e interés en el proceso.

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The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot

Cited by 85 publications

References 28 publications

Mining educational data in predicting the influence of Mathematics on the programming performance of University students

Mining educational data in predicting the influence of Mathematics on the programming performance of University students

Implementing teacher-centered robotics activities in science lessons: The effect on motivation, satisfaction and science skills

Introducing robotics and block programming in elementary education

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