Effects of Different Feedback Strategies on Academic Achievements, Learning Motivations, and Self-Efficacy for Novice Programmers

Autor/inn/en	Fu, Qian; Zheng, Yafeng; Zhang, Mengyao; Zheng, Lanqin; Zhou, Junyi; Xie, Bochao
Titel	Effects of Different Feedback Strategies on Academic Achievements, Learning Motivations, and Self-Efficacy for Novice Programmers
Quelle	In: Educational Technology Research and Development, 71 (2023) 3, S.1013-1032 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zheng, Yafeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10223-2
Schlagwörter	Feedback (Response); Academic Achievement; Novices; Programming; Outcomes of Education; Learning Motivation; Self Efficacy; Programming Languages; Computer Science Education; Visual Aids; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Programmierung; Lernleistung; Schulerfolg; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Computer science lessons; Informatikunterricht; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Providing appropriate feedback is important when learning to program. However, it is still unclear how different feedback strategies affect learning outcomes in programming. This study designed four different two-step programming feedback strategies and explored their impact on novice programmers' academic achievement, learning motivations, and self-efficacy. A quasi-experimental study was conducted for four classes of freshmen (261 students, average age = 19) in computer science over six weeks. The students received four different feedback strategies including "programming template and correct code without comments", "programming template and correct code with comments", "flowchart and correct code without comments", and "flowchart and correct code with comments" during their C language programming course. The results showed that none of the feedback strategies can promote novice programmers' learning motivations and self-efficacy, but using "programming template and correct code without comments" can improve academic achievement of these novice programmers. Further analysis of students' reflection demonstrated that providing "programming template and correct code without comments" had advantage in helping students interpret code, thereby guiding the students to think comprehensively and face challenges positively, as well as promoting student success when learning to program. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01