In general, many studies on computational thinking or complex programming subjects suggest that they may cause students to lack interest in programming and may cause learning difficulties. Because CT and programming skills are in demand in schools, it is necessary to establish clear definitions of coding literacy and develop specific programming pedagogies that promote programming self-efficacy in students. This study was proposed to apply a flipped Conceive-Design-Implement-Operate (CDIO) engineering design in order to improve learning achievement and programming self-efficacy in students taking a programming course. The participants comprised 40 students (males=14, females=26). All of the students (20–21 years old) with e-learning-related backgrounds who were attending a teacher's college. A one-group pretest-posttest nonequivalent-groups design was used to investigate the learning achievement and programming self-efficacy of 40 pre-service teacher education students. The results show that using flipped CDIO engineering significantly improved learning achievement and programming self-efficacy related to the programming course. Also, there were no significant gender differences in learning achievement and programming self-efficacy found in the post-test. In the present study, a coding literacy framework and definitions were proposed to enhance students' learning achievement and programming self-efficacy. This study provides suggestions for future work as well as brief suggestions for how to expand on the themes in programming courses that appear to be deficient.

Authors:
Po-Sheng Chiu, National Chiayi University, Taiwan

About the Presenter(s)
Professor Po-Sheng Chiu is a University Associate Professor/Senior Lecturer at Department of E-learning Design and Management in Taiwan

See this presentation on the full schedule – Friday Schedule

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