Secondary School Students’ Self-Efficacy Perceptions related to Block-Based Programming and Computational Thinking Skills
Year 2022,
Volume: 18 Issue: 2, 55 - 67, 31.12.2022
Özge Öztuzcu
,
Gülcan Öztürk
,
Dr. Abidin Mısırlı
Abstract
This study examined secondary school students’ self-efficacy perceptions related to block-based programming and computational thinking skills. 256 secondary school students comprised the study’s sample, and a correlational research design was utilised in the study. The study’s data collection tools consisted of a personal data form, Self-Efficacy Perception Related to Block-Based Programming scale, and Self-Efficacy Perception for Computational Thinking Skills scale. As a consequence of the research, researchers concluded that students’ self-efficacy perceptions related to block-based programming and computational thinking skills was moderate and that these two variables had a moderate and statistically significant positive relationship.
References
- Adsay, C., Korkmaz, Ö., Çakır, R., & Uğur Erdoğmuş, F. (2020). Secondary school students’ block programming education self-efficacy perceptions, basic stem and computational thinking skills levels. Educational Technology Theory and Practice, 10(2), 469-489. https://doi.org/10.17943/etku.696224
- Alpar, R. (2020). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik-güvenirlik [Applied statistics and validity-reliability with examples from sports, health and education sciences]. Detay Yayıncılık.
- Alsancak Sırakaya, D. (2019). The effect of programming teaching on computational thinking. The Journal of Turkish Social Research, 23(2), 575-590. https://dergipark.org.tr/tr/pub/tsadergisi/issue/47639/448409
- Altun, A., & Kasalak, İ. (2018). Perceived self-efficacy scale development study related to block based programming: Scratch case. Educational Technology Theory and Practice, 8(1), 209-225. https://doi.org/10.17943/etku.335916
- Arslan, K., & Akçelik, M. (2019). Using Scratch in programming language: Teacher candidates’ attitudes and perceptions. National Journal of Education Academy 3(1), 41-61. https://doi.org/10.32960/uead.455502
- Atman Uslu, N., Mumcu, F., & Eğin, F. (2018). The effect of visual programming activities on secondary school students’ computational thinking skills. Journal of Ege Education Technologies, 2(1), 19-31. https://dergipark.org.tr/tr/pub/eetd/issue/38495/410699
- Aydoğdu, Ş. (2020). The effect of block-based programming activities on pre-service teachers’ computer programming self-efficacy and computational thinking skills. Educational Technology Theory and Practice, 10(1) 303-320. https://doi.org/10.17943/etku.649585
- Bakırcı, F. (2019). Blok tabanlı programlama aracının 6. sınıf öğrencilerinin programlama başarısı, algoritma geliştirme öz-yeterlikleri ve güdülenmelerine etkisi [The effects of block based programming tool on 6th year students’ programming achievement, algorithm development self-competencies and motivation] (Unpublished master’s thesis). Sakarya University.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
- Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation] (28th ed.). Pegem Akademi.
- Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi.
- Dohn, N. B. (2019). Students’ interest in Scratch coding in lower secondary mathematics. British Journal of Educational Technology, 51(1), 71-83. https://doi.org/10.1111/bjet.12759
- Ersoy, H. (2019). Bilişim teknolojileri öğretmenlerinin ortaokulda programlama öğretiminde Scratch kullanımına dair görüşleri [The opinions of information technologies teachers about using scratch software on secondary school] (Unpublished master’s thesis). Bursa Uludağ University.
- Gezgin, D. M., Özcan, S. N., Ergün, K., Köse, Ö., & Emir, N. (2017). High school students’ opinions regarding the scratch program use in computer programming course. Journal of International Scientific Research, Bildiriler IBAD-2017, 182-188. https://doi.org/10.21733/ibad.367073
- Göçer, G., & Türkoğlu, A. (2018). ICT self-efficacy perception scale for secondary school students: A study of validity and reliability. Mehmet Akif Ersoy University Journal of Education Faculty, 46, 223-238. https://doi.org/10.21764/maeuefd.394086
- Gülbahar, Y., & Karal, H. (2018). Kuramdan uygulamaya programlama öğretimi [Teaching programming from theory to practice]. Pegem Akademi.
- Gülbahar, Y., Kert, S. B., & Kalelioglu, F. (2018). The self-efficacy perception scale for computational thinking skill: Validity and reliability study. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 10(1), 1-29. https://doi.org/10.16949/turkbilmat.385097
- İbili, E., Günbatar, M. S., & Sırakaya, M. (2020). An examination of the computational thinking skills: Sample of vocational high schools. Kastamonu Education Journal, 28(2), 1067-1078. https://doi.org/10.24106/kefdergi.683577
- Kasalak, İ. (2017). Robotik kodlama etkinliklerinin ortaokul öğrencilerinin kodlamaya ilişkin öz-yeterlik algılarına etkisi ve etkinliklere ilişkin öğrenci yaşantıları [Effects of robotic coding activities on the effectiveness of secondary school students’ self-efficacy and student experience about activities] (Unpublished master’s thesis). Hacettepe University.
- Kaya, M., Korkmaz, Ö., & Çakır, R. (2020). The effect of gamified robotics activities on the problem solving and the computational thinking skills of the secondary school students. Ege Journal of Education, 21(1), 54-70. https://doi.org/10.12984/egeefd.588512
- Korkmaz, Ö., Çakır, R., & Özden, M. (2015). Computational thinking levels scale (CTLS) adaptation for secondary school level. Gazi Journal of Educational Science, 1(2), 143-162. https://tr-scales.arabpsychology.com/wp-content/uploads/pdf/bilgisayarca-dusunme-beceri-duzeyleri-olcegi-orta-okullar-icin-toad.pdf
- Korucu, A. T., & Taşdöndüren, T. (2019). Examination of secondary school student’s self-sufficiency perception related to block-based programming and their attitude towards to robotics. Journal of Ahmet Kelesoglu Education Faculty, 1 (1), 44-58. https://dergipark.org.tr/en/pub/akef/issue/46334/572579
- Milli Eğitim Bakanlığı (MEB) (2018b). 5. sınıflar bilişim teknolojileri ve yazılım dersi öğretmen rehberi [5th the teacher’s guide to the classroom information technology and software course]. MEB Yayınları.
- Milli Eğitim Bakanlığı (MEB). (2018a). Bilişim teknolojileri̇ ve yazılım dersi̇ öğretim programı (Ortaokul 5 ve 6. sınıflar) [Information technology and software course curriculum (Secondary schools 5 and 6. classes)]. MEB Yayınları.
- Mladenović, M., Boljat, I., & Žanko, Ž. (2017). Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level. Education and Information Technologies, 23(4), 1483-1500. https://doi.org/10.1007/s10639-017-9673-3
- Oluk, A., Korkmaz, Ö., & Oluk, H. A. (2018). Effect of Scratch on 5th graders’ algorithm development and computational thinking skills. Turkish Journal of Computer and Mathematics Education, 9(1), 54-71. https://doi.org/10.16949/turkbilmat.399588
- Ramazanoğlu, M. (2021). The effect of robotic coding applications on attitudes of the secondary school students towards computers and their perceptions of self-efficacy regarding computational thinking skills. The Journal of Turkish Social Research, 25 (1),163-174. https://dergipark.org.tr/tr/pub/tsadergisi/issue/61177/736602
- Schober P., Bossers S. M., & Schwarte, L. A. (2018) Statistical significance versus clinical importance of observed effect sizes: What do p values and confidence intervals really represent? Anesthesia and Analgesia, 126(3), 1068-1072. https://doi.org/10.1213/ANE.0000000000002798
- Sırakaya, M. (2018). Student views on coding training. Ondokuz Mayis University Journal of Education Faculty, 37(2), 79-90. https://dergipark.org.tr/tr/pub/omuefd/issue/40321/394649
- Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
- Vatansever, Ö. (2018). Scratch ile programlama öğretiminin ortaokul 5. ve 6. sınıf öğrencilerinin problem çözme becerisi üzerindeki etkisinin incelenmesi [Examining the effects of using scratch programming on 5th and 6th graders’ problem solving skills](Unpublished master’s thesis). Bursa Uludağ University.
- Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.11182
- Yağcı, M. (2018). A study on computational thinking and high school students’ computational thinking skill levels. International Online Journal of Educational Sciences, 10(2), 81-96. https://doi.org/10.15345/iojes.2018.02.006
Ortaokul Öğrencilerinin Blok Temelli Programlamaya ve Bilgi İşlemsel Düşünme Becerilerine Yönelik Öz-Yeterlik Algıları
Year 2022,
Volume: 18 Issue: 2, 55 - 67, 31.12.2022
Özge Öztuzcu
,
Gülcan Öztürk
,
Dr. Abidin Mısırlı
Abstract
Bu çalışmanın amacı ortaokul öğrencilerinin blok temelli programlamaya ilişkin öz-yeterliklerini ile bilgi işlemsel düşünme becerilerine yönelik öz-yeterliklerini belirlemektedir. Araştırmanın çalışma grubunu 256 ortaokul öğrencisi oluşturmaktadır ve araştırma nicel araştırma yöntemlerinden korelasyonel araştırma deseni ile tasarlanmıştır. Çalışma verileri kişisel bilgi formu, Blok Temelli Programlamaya İlişkin Öz-Yeterlik Algısı Ölçeği ve Ortaokul Öğrencileri İçin Bilgi İşlemsel Düşünme Becerisine Yönelik Öz-Yeterlik Algısı Ölçeği kullanılarak toplanmıştır. Araştırma sonucunda öğrencilerin blok temelli programlamaya ilişkin öz-yeterliklerini ile bilgi işlemsel düşünme becerilerine yönelik öz-yeterliklerinin orta düzeyde olduğu, öğrencilerin blok temelli programlamaya ilişkin öz-yeterlikleri ile bilgi işlemsel düşünme becerilerine yönelik öz-yeterlikleri arasında pozitif yönlü orta düzeyde ve anlamlı bir ilişki olduğu sonuçlarına ulaşılmıştır.
References
- Adsay, C., Korkmaz, Ö., Çakır, R., & Uğur Erdoğmuş, F. (2020). Secondary school students’ block programming education self-efficacy perceptions, basic stem and computational thinking skills levels. Educational Technology Theory and Practice, 10(2), 469-489. https://doi.org/10.17943/etku.696224
- Alpar, R. (2020). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik-güvenirlik [Applied statistics and validity-reliability with examples from sports, health and education sciences]. Detay Yayıncılık.
- Alsancak Sırakaya, D. (2019). The effect of programming teaching on computational thinking. The Journal of Turkish Social Research, 23(2), 575-590. https://dergipark.org.tr/tr/pub/tsadergisi/issue/47639/448409
- Altun, A., & Kasalak, İ. (2018). Perceived self-efficacy scale development study related to block based programming: Scratch case. Educational Technology Theory and Practice, 8(1), 209-225. https://doi.org/10.17943/etku.335916
- Arslan, K., & Akçelik, M. (2019). Using Scratch in programming language: Teacher candidates’ attitudes and perceptions. National Journal of Education Academy 3(1), 41-61. https://doi.org/10.32960/uead.455502
- Atman Uslu, N., Mumcu, F., & Eğin, F. (2018). The effect of visual programming activities on secondary school students’ computational thinking skills. Journal of Ege Education Technologies, 2(1), 19-31. https://dergipark.org.tr/tr/pub/eetd/issue/38495/410699
- Aydoğdu, Ş. (2020). The effect of block-based programming activities on pre-service teachers’ computer programming self-efficacy and computational thinking skills. Educational Technology Theory and Practice, 10(1) 303-320. https://doi.org/10.17943/etku.649585
- Bakırcı, F. (2019). Blok tabanlı programlama aracının 6. sınıf öğrencilerinin programlama başarısı, algoritma geliştirme öz-yeterlikleri ve güdülenmelerine etkisi [The effects of block based programming tool on 6th year students’ programming achievement, algorithm development self-competencies and motivation] (Unpublished master’s thesis). Sakarya University.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
- Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design SPSS applications and interpretation] (28th ed.). Pegem Akademi.
- Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi.
- Dohn, N. B. (2019). Students’ interest in Scratch coding in lower secondary mathematics. British Journal of Educational Technology, 51(1), 71-83. https://doi.org/10.1111/bjet.12759
- Ersoy, H. (2019). Bilişim teknolojileri öğretmenlerinin ortaokulda programlama öğretiminde Scratch kullanımına dair görüşleri [The opinions of information technologies teachers about using scratch software on secondary school] (Unpublished master’s thesis). Bursa Uludağ University.
- Gezgin, D. M., Özcan, S. N., Ergün, K., Köse, Ö., & Emir, N. (2017). High school students’ opinions regarding the scratch program use in computer programming course. Journal of International Scientific Research, Bildiriler IBAD-2017, 182-188. https://doi.org/10.21733/ibad.367073
- Göçer, G., & Türkoğlu, A. (2018). ICT self-efficacy perception scale for secondary school students: A study of validity and reliability. Mehmet Akif Ersoy University Journal of Education Faculty, 46, 223-238. https://doi.org/10.21764/maeuefd.394086
- Gülbahar, Y., & Karal, H. (2018). Kuramdan uygulamaya programlama öğretimi [Teaching programming from theory to practice]. Pegem Akademi.
- Gülbahar, Y., Kert, S. B., & Kalelioglu, F. (2018). The self-efficacy perception scale for computational thinking skill: Validity and reliability study. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 10(1), 1-29. https://doi.org/10.16949/turkbilmat.385097
- İbili, E., Günbatar, M. S., & Sırakaya, M. (2020). An examination of the computational thinking skills: Sample of vocational high schools. Kastamonu Education Journal, 28(2), 1067-1078. https://doi.org/10.24106/kefdergi.683577
- Kasalak, İ. (2017). Robotik kodlama etkinliklerinin ortaokul öğrencilerinin kodlamaya ilişkin öz-yeterlik algılarına etkisi ve etkinliklere ilişkin öğrenci yaşantıları [Effects of robotic coding activities on the effectiveness of secondary school students’ self-efficacy and student experience about activities] (Unpublished master’s thesis). Hacettepe University.
- Kaya, M., Korkmaz, Ö., & Çakır, R. (2020). The effect of gamified robotics activities on the problem solving and the computational thinking skills of the secondary school students. Ege Journal of Education, 21(1), 54-70. https://doi.org/10.12984/egeefd.588512
- Korkmaz, Ö., Çakır, R., & Özden, M. (2015). Computational thinking levels scale (CTLS) adaptation for secondary school level. Gazi Journal of Educational Science, 1(2), 143-162. https://tr-scales.arabpsychology.com/wp-content/uploads/pdf/bilgisayarca-dusunme-beceri-duzeyleri-olcegi-orta-okullar-icin-toad.pdf
- Korucu, A. T., & Taşdöndüren, T. (2019). Examination of secondary school student’s self-sufficiency perception related to block-based programming and their attitude towards to robotics. Journal of Ahmet Kelesoglu Education Faculty, 1 (1), 44-58. https://dergipark.org.tr/en/pub/akef/issue/46334/572579
- Milli Eğitim Bakanlığı (MEB) (2018b). 5. sınıflar bilişim teknolojileri ve yazılım dersi öğretmen rehberi [5th the teacher’s guide to the classroom information technology and software course]. MEB Yayınları.
- Milli Eğitim Bakanlığı (MEB). (2018a). Bilişim teknolojileri̇ ve yazılım dersi̇ öğretim programı (Ortaokul 5 ve 6. sınıflar) [Information technology and software course curriculum (Secondary schools 5 and 6. classes)]. MEB Yayınları.
- Mladenović, M., Boljat, I., & Žanko, Ž. (2017). Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level. Education and Information Technologies, 23(4), 1483-1500. https://doi.org/10.1007/s10639-017-9673-3
- Oluk, A., Korkmaz, Ö., & Oluk, H. A. (2018). Effect of Scratch on 5th graders’ algorithm development and computational thinking skills. Turkish Journal of Computer and Mathematics Education, 9(1), 54-71. https://doi.org/10.16949/turkbilmat.399588
- Ramazanoğlu, M. (2021). The effect of robotic coding applications on attitudes of the secondary school students towards computers and their perceptions of self-efficacy regarding computational thinking skills. The Journal of Turkish Social Research, 25 (1),163-174. https://dergipark.org.tr/tr/pub/tsadergisi/issue/61177/736602
- Schober P., Bossers S. M., & Schwarte, L. A. (2018) Statistical significance versus clinical importance of observed effect sizes: What do p values and confidence intervals really represent? Anesthesia and Analgesia, 126(3), 1068-1072. https://doi.org/10.1213/ANE.0000000000002798
- Sırakaya, M. (2018). Student views on coding training. Ondokuz Mayis University Journal of Education Faculty, 37(2), 79-90. https://dergipark.org.tr/tr/pub/omuefd/issue/40321/394649
- Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
- Vatansever, Ö. (2018). Scratch ile programlama öğretiminin ortaokul 5. ve 6. sınıf öğrencilerinin problem çözme becerisi üzerindeki etkisinin incelenmesi [Examining the effects of using scratch programming on 5th and 6th graders’ problem solving skills](Unpublished master’s thesis). Bursa Uludağ University.
- Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.11182
- Yağcı, M. (2018). A study on computational thinking and high school students’ computational thinking skill levels. International Online Journal of Educational Sciences, 10(2), 81-96. https://doi.org/10.15345/iojes.2018.02.006