Precision Education via Timely Intervention in K-12 Computer Programming Course to Enhance Programming Skill and Affective-Domain Learning Objectives

Autor/inn/en	Lee, Hsin-Yu; Lin, Chia-Ju; Wang, Wei-Sheng; Chang, Wei-Cyun; Huang, Yueh-Min
Titel	Precision Education via Timely Intervention in K-12 Computer Programming Course to Enhance Programming Skill and Affective-Domain Learning Objectives
Quelle	In: International Journal of STEM Education, 10 (2023), Artikel 52 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hsin-Yu) ORCID (Lin, Chia-Ju) ORCID (Wang, Wei-Sheng) ORCID (Huang, Yueh-Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40594-023-00444-5
Schlagwörter	Intervention; Elementary Secondary Education; Programming; Skill Development; Affective Behavior; Teaching Methods; Educational Technology; Academic Achievement + Suchen Sie Ihr Suchwort? Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Schulleistung
Abstract	In the realm of Science, Technology, Engineering, and Mathematic (STEM) education, computer programming stands as a vital discipline, amalgamating cross-disciplinary knowledge and fostering the capacity to solve real-world problems via fundamental concepts and logical methodologies inherent to computer science. Recognizing the important of computer programming, numerous countries have mandated it as a compulsory course to augment the competitiveness of K-12 learners. Nevertheless, the inherent complexity of computer programming for K-12 learners often goes unacknowledged. Constraints imposed by the course format, coupled with a low instructor-learner ratio, frequently inhibit learners' ability to resolve course-related issues promptly, thereby creating difficulties in the affective domain. While precision education tools do exist to ascertain learners' needs, they are largely research-oriented, thereby constraining their suitability for deployment in pragmatic educational settings. Addressing this issue, our study introduces the precision education-based timely intervention system (PETIS), an innovative tool conceived to enhance both programming skills and affective learning in K-12 learners. Our research investigates the influence of PETIS on learners' performance and evaluate its efficacy in facilitating computer programming education in K-12 environments.Quantitative results demonstrate that the application of the precision education-based timely intervention system (PETIS) proposed by this research significantly improves programming skills and affective-domain learning objectives for K-12 learners. Similarly, qualitative results indicate that PETIS is beneficial for both teaching and learning in K-12 computer programming courses.These results not only confirm that timely intervention and feedback improve K-12 learners' programming skills and affective-domain learning objectives in computer programming courses, but also yield implications as to the feasibility of applying precision education in real-world STEM scenarios. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01