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) , vol.4, no.3, pp.49-69, 2021 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Volume: 4 Issue: 3
  • Publication Date: 2021
  • Doi Number: 10.21585/ijcses.v4i3.99
  • Journal Name: International Journal of Computer Science Education in Schools (IJCSES)
  • Journal Indexes: ERIC (Education Resources Information Center)
  • Page Numbers: pp.49-69


n this study, the effects of interactive video usage in programming education on academic achievement and
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
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
achievement increases, it has been concluded that the perception of self
efficacy about programming has fallen.
Interactive video
computer science education
learning style
efficacy of