Collaborative Learning in Programming Education: Effects on Self-Efficacy and Self-Regulation among 6th Grade Students
Öz
This study examines the impact of programming instruction using collaborative learning techniques on secondary school students’ programming self-efficacy and self-regulation skills. The participants were 43 sixth-grade students from a public school in Türkiye during the 2024-2025 academic year. A quasi-experimental design with pre-test and post-test control groups was used. For eight weeks, the experimental group received two hours per week of programming and problem-solving instruction through collaborative learning, while the control group followed standard curriculum methods. Data were collected using the Perceived Self-Regulation Scale and the Programming Self-Efficacy Scale, and analyzed with the Dependent Samples t-test, the Independent Samples t-test, the Mann-Whitney U test, and the Wilcoxon Signed-Rank test in SPSS. Results showed that the experimental group had significantly higher programming self-efficacy and self-regulation skills than the control group. These findings indicate that collaborative learning approaches can effectively improve both cognitive and metacognitive skills in secondary school programming education.
Anahtar Kelimeler
Collaborative learning, programming education, self-efficacy, self-regulation, secondary school students, quasi-experimental design
Etik Beyan
Kaynakça
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