Ineffectiveness Of Online Interactive Video Content Developed For Programming Education


Sözeri M. C. , Kert S. B.

International Journal of Computer Science Education in Schools (IJCSES) , cilt.4, sa.3, ss.49-69, 2021 (Diğer Kurumların Hakemli Dergileri)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 4 Konu: 3
  • Basım Tarihi: 2021
  • Doi Numarası: 10.21585/ijcses.v4i3.99
  • Dergi Adı: International Journal of Computer Science Education in Schools (IJCSES)
  • Sayfa Sayıları: ss.49-69

Özet

n this study, the effects of interactive video usage in programming education on academic achievement and
self
-
efficacy perception of programming were investigated by taking into account learning styles. The research
was patterned according to the causal
-
comparative model, and also, correlation analysis was performed for
related research. Sixty
-
one students attending 3rd grade in Computer and Instructional Technology Education
(CEIT) of Yıldız Technical University participated in the study. Research data w
ere collected with “Interview
form,” “Academic Achievement Test,” “self
-
efficacy scale for programming,” “learning styles index” and
“interactive Video system.” ANCOVA, Correlation and Kruskal Wallis H
-
test were used in the analysis of the
data. The data w
as analyzed on the computer with the SPSS package program. According to research findings,
interactive video monitoring rates did not differ significantly in the students ' academic achievement and
self
-
efficacy perceptions of programming. It was found tha
t students ' learning style preferences had no impact
on interactive video viewing rates. The relationship between the change in students ' academic achievement and
the change in self
-
efficacy perception scores related to programming has been examined; as
academic
achievement increases, it has been concluded that the perception of self
-
efficacy about programming has fallen.
Keywords:
Interactive video
;
computer science education
;
learning style
;
programming
;
self
-
efficacy of
programming
.
1.
Introduc
t