The Effect of Individual and Group Learning on Block-Based Programming Self-Efficacy and Robotic Programming Attitudes of Secondary School Students

Abstract

In this research, the effects of individual and group learning activities on perceptions of block-based programming self-efficacy and attitudes towards robotic programming were tried to be determined. The research was conducted in a private school located in Sariyer, district of Istanbul province in the 2nd academic year of 2018-2019 with 32 students from 7th Grade. The study fulfilled as a semi-experimental pattern on the experimental and control groups using the pretest-posttest design. According to the research results, individual and group learning did not affect secondary school students’ perceptions of block-based programming self-efficacy and attitudes towards robotic programming. In addition to this, an increase was found in the perceptions of block-based programming self-efficacy in the experimental and control groups, and the attitudes towards programming of programming of the experimental group students. It was concluded that there was no significant difference between age, gender, taking aScratch lesson, writing a computer program with Scratch, and taking a robotic-programming lessons before. While robotic attitudes of students did not differ significantly according to their age and previous status of taking robotic coding courses, however, they differed significantly according to gender and male students had higher attitudes towards robotic programming than female students.