Effects of robotic coding activities on the effectiveness of secondary school students' self-efficacy for coding

İbrahim Kasalak, Arif Altun

Abstract


In this study, it was aimed to determine whether robotic coding activities at secondary school level had any significant effect on students’ self-efficacy perceptions related to block-based programming. Data were collected by "self-proficiency perception scale for block-based programming" prepared by Altun and Kasalak (2018). Within the scope of the study, 5-week robotic coding activities were planned, followed by 58 students in a public school. According to pre-test and post-test results of the students, there was a significant change in intra-group positive direction in the self-efficacy perception scores of both simple and complex block-based programming (tsimple = -5.01, p = 0.00, tcomplex = -8.84, p = 0.00). Across various variables, when we look at the differentiation of self-efficacy perceptions regarding block-based programming, it is found that it does not differ significantly according to gender (tsimple = -0.58, p = 0.56, tcomplex = 0.87, p = 0.39), computer ownership at home (tsimple = -1.23, p = 0.22, tcomplex = -1.23, p = 0.22), Internet connection ownership at home (tsimple = -0.37, p = 0.22, tcomplex = -0.44, p = 0.66) and the possibility to study Scratch program out of course (tsimple = -0.91, p = 0.37, tcomplex = -0.91, p = 0.37).


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