University of Illinois Urbana-Champaign

Novice programmers’ self-efficacy and awareness of computer programming in daily life

Cicek, Yasemin

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https://hdl.handle.net/2142/117578

Description

Title
Novice programmers’ self-efficacy and awareness of computer programming in daily life
Author(s)
Cicek, Yasemin
Issue Date
2022-11-30
Director of Research (if dissertation) or Advisor (if thesis)
Mercier, Emma
Doctoral Committee Chair(s)
Mercier, Emma
Committee Member(s)
  • Israel, Maya
  • Krist, Christina
  • Lewis, Colleen
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • programming self-efficacy
  • physical computing
  • micro:bit
  • Scratch
  • computing education
  • computational thinking
Abstract
The purpose of this study was to examine the differences in self-efficacy and awareness of computer programming in daily life between novice programming learners who learned programming with Scratch and those who learned it with micro:bit and Scratch. A mixed-methods study was designed using a between-subjects, pre and post-test experimental design with surveys, interviews, and multiple-choice tests. Quantitative data analyses showed that novice programming learners in the Scratch-only condition rated their level of understanding of computer programming in daily life higher than those in the micro:bit condition. There was not a statistically significant difference in self-efficacy and programming knowledge scores from pre- to post-test. However, both conditions’ scores for knowledge test decreased, and the level of self-efficacy increased from pre- to post-test. Qualitative data analyses showed that there were no differences between conditions in the self-efficacy characteristics. Novice programming learners in the micro:bit condition provided a greater variety of computer programming examples in daily life than those in the Scratch-only condition did. These results showed that quantitative research methods detected a significant difference in understanding of computer programming in daily life in favor of Scratch-only condition; however, they did not detect a significant difference in self-efficacy for programming between learners in two conditions. Qualitative analysis of interviews did not find an obviously visible difference in participants’ characteristics of self-efficacy, but there is evidence that those in the micro:bit condition provided a greater variety of examples. Hence, this may suggest that even a simple physical computing device, like micro:bit, can help learners recognize the applications of computer programming in the physical world and can increase their awareness of computer programming in daily life. The study limitations along with the improvement suggestions for future research studies were discussed.
Graduation Semester
2022-12
Type of Resource
Thesis
Copyright and License Information
Copyright 2022 Yasemin Cicek

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