Customising a Three‐Stage Fade‐Out Scaffolding for Collaborative Programming Learning: Effects on Programming Achievement, Self‐Efficacy and Programming Behaviour.
Background: Collaborative programming is important and challenging for K12 students. Scaffolding is a vital method to support students' collaborative programming learning. However, conventional scaffolding that does not fade may lead students to become overly dependent, resulting in unsatisfactory p...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 18 |
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| Autores principales: | , , , , , , |
| Formato: | algorithm pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184016310&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016310 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016310 184016310 184016310 10.1111/jcal.70012 184016310 ppf: 1 ppct: 17 formats: tig: atl: Customising a Three‐Stage Fade‐Out Scaffolding for Collaborative Programming Learning: Effects on Programming Achievement, Self‐Efficacy and Programming Behaviour. aug: au: Zhang, Yin‐Rong Han, Zhong‐Mei He, Tao Huang, Chang‐Qin Jiang, Fan Yang, Gang Wu, Xue‐Mei affil: Zhejiang Key Laboratory of Intelligent Education Technology and Application, Zhejiang Normal University, Jinhua, China sug: subj: Collaboration Programming Languages Education Learning Methods Self-Efficacy Academic Performance Evaluation Problem Solving Evaluation Student Knowledge Evaluation Group Processes Sex Factors Human Funding Source China Male Female Adolescence Quasi-Experimental Studies Randomized Controlled Trials Random Assignment Algorithms Course Content Teaching Methods Descriptive Statistics Data Analysis Software Analysis of Covariance Paired T-Tests Pretest-Posttest Design Skill Acquisition Evaluation Coding Evaluation Scales Adolescent: 13-18 years Male Female ab: Background: Collaborative programming is important and challenging for K12 students. Scaffolding is a vital method to support students' collaborative programming learning. However, conventional scaffolding that does not fade may lead students to become overly dependent, resulting in unsatisfactory programming performance. Objectives: This study customises a three‐stage fade‐out scaffolding in collaborative programming to reduce scaffolding dependence and improve students' programming achievement, self‐efficacy and programming behaviour. Methods: A quasi‐experimental study lasting 18 weeks was conducted at a middle school. One hundred twenty‐one eighth‐grade students participated in the study; they were randomly assigned into the experimental group with three‐stage fade‐out scaffolding (N = 62) and the control group with conventional scaffolding (N = 59). Then, this study adopted an analysis of covariance (ANCOVA), independent samples t test, and lag sequential analysis to analyse the data. Results and Conclusions: The results indicated that the programming achievement, self‐efficacy, and programming behaviour patterns of the students in the experimental group outperformed those of the control group. Additionally, boy‐dominated groups display more positive and active programming behaviour patterns than girl‐dominated groups. Implications: This study designs a three‐stage fade‐out scaffolding approach for collaborative programming and provides diverse empirical evidence, offering valuable suggestions for the design of programming instruction and the analysis of learning processes. pubtype: Academic Journal doctype: algorithm pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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