scholarly journals A Study of First-Year Students’ Attitudes toward Programming in the Innovation in Educational Technology Course

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Virawan Amnouychokanant ◽  
Surapon Boonlue ◽  
Saranya Chuathong ◽  
Kuntida Thamwipat
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
First Year Students ◽  
Five Dimensions ◽  
Significant Difference ◽  
Students Attitudes ◽  
Block Based ◽  
Level Of Significance ◽  
Learning Performances ◽  
Technology Course

The purpose of this study was to investigate the relationship between students’ attitudes toward programming, gender, and learning performances. The survey used for measuring students’ attitudes toward programming consisted of 20 questions on a five-point Likert scale in five dimensions (meaningfulness, interest in programming, self-efficacy, creativity, and collaboration). Ninety freshmen who had basic programming experience by using block-based programming in the Innovation in Educational Technology course were asked to take the survey. The overall reliability of the survey was found to be 0.93. The results showed that there was no significant difference between male and female freshmen in attitude toward programming, but there was a significant difference among different learning performances in dimensions of interest in programming, self-efficacy, and creativity. We performed pairwise comparisons at the same level of significance by using Fisher’s least significant difference (LSD) method to test which group differs from the other groups. The results found that low-performing students’ attitudes toward programming in dimensions of interest in programming, self-efficacy, and creativity were the lowest of all types of students. This is a challenge for instructors in planning learning activities to encourage low-performing students to have a more positive attitude toward programming.

scholarly journals Graduate students’ opinions about entrepreneurship as an employment opportunity

2016 ◽  
Vol 10 (1) ◽  
pp. 23-29
Author(s):  
Josip Juračak ◽  
Marko Tica
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Role Models ◽  
Formal Education ◽  
Economic Recession ◽  
The Self ◽  
High Rate ◽  
Self Employment ◽  
Significant Difference ◽  
Students Attitudes

One of the most unwanted and unavoidable consequences of the economic recession is the high rate of unemployment. Graduate students in Croatia are faced with lack of employment possibilities, and for some of them the self-employment looks like a good solution. In this paper, we investigate attitudes and intentions of graduate students at the University of Zagreb Faculty of Agriculture regarding to selfemployment. Most of the surveyed students are in the age between 21 and 25 years, and they have already got some kind of knowledge about entrepreneurship during the formal education. In addition, majority of them have the experience of part-time jobs. The Theory of Planned Behaviour (TPB) model was used to find out to which extent students’ attitudes and experience influence their expressed self-employment intentions. The results revealed that Zagreb students’ scores are close but somewhat lower than the same scores found in the comparable study from Australia. This goes for the investigated variables: (1) previous entrepreneurial experience (PEE), perceived desirability of selfemployment (PDSE), perceived entrepreneurial self-efficacy (PESE) and self-employment intentions (SEI). It was found that the score on the PEE is significantly related to scores on the PDSE (p=0.000), and PESE (p=0.000), which means that the experience positively influence respondents’ attitudes on self-employment and self-efficacy. There is also a statistically significant difference in the on the SEI with respect to the PDSE (ANOVA F=9.804, p=0.000): respondents that consider self-employment more desirable expressed higher intention to perform it. The PDSE was found as the most influencing model variable in regards to the self-employment intention. The results points out the importance of previous experience, role models and positive attitudes towards self-employment in the process of the entrepreneurship development in young, educated population.

Effects of Two Instructional Models—Skill Teaching and Mastery Learning—On Skill Development, Knowledge, Self-Efficacy, and Game Play in Volleyball

1999 ◽  
Vol 19 (1) ◽  
pp. 34-57 ◽  
Author(s):  
Joyce M. Harrison ◽  
Lisa A. Preece ◽  
Connie L. Blakemore ◽  
Robert P. Richards ◽  
Carol Wilkinson ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Mastery Learning ◽  
Random Coefficients ◽  
Learning Curves ◽  
Instructional Models ◽  
Game Play ◽  
Significant Difference ◽  
Curve Model ◽  
Rate Of Learning ◽  
Level Of Significance

This study examined volleyball achievement and task-specific self-efficacy for 182 students in 6 beginning college volleyball classes taught using either the Mastery Learning or Skill Teaching models. Three instructors each taught one Mastery Learning and one Skill Teaching class. Assessments included the AAHPERD pass, set. and serve tests, the Stanley spike test, successful and unsuccessful game trials. Bandura-type self-efficacy scales, and a knowledge test. A random coefficients growth curve model analyzed the intercepts and slopes of the learning curves and revealed significant pre- to posttest improvement on skills tests, self-efficacy, and the percentage of correct passes and serves in game play for all students. No significant difference existed between the two models on average number of trials per day; rate of improvement for the pass, serve, or spike skills tests; self-efficacy; percentage of correct passes, sets, or serves in game play; contacts per serve in game play; or knowledge scores. The Mastery students’ rate of learning was significantly better on the set skills test (1.3 points higher) and the percentage of successful spikes in game play, in which they started significantly lower. The low-skilled students improved at a faster rate on the serve and on self-efficacy for the pass, set, and serve. Males had higher self-efficacy than females, while females increased more rapidly in self-efficacy for the pass, set, and serve. All results were analyzed at the .05 level of significance. Students learned to play volleyball and improved significantly in skill performances with either model.

scholarly journals Gender and Entry Background Differences in Postgraduate Distance Learners’ Achievement in the Field of Educational Technology

2020 ◽  
Vol 8 (3) ◽  
pp. 98
Author(s):  
Adeyemi Adedapo
Keyword(s):  
Educational Technology ◽  
Learning Activities ◽  
Distance Learners ◽  
First Semester ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
The Mean ◽  
Level Of Significance ◽  
Master Of Education

Several factors have been attributed to learners’ underachievement in postgraduate programmes. Two of such factors are gender and entry background of postgraduate distance learners which previous studies have identified in isolation of one another. No previous studies have been reported to have investigated a combination of gender and entry background differences in educational technology. The present study, therefore, investigated the influence of gender and entry background of postgraduate distance learners’ achievement in educational technology. The ex-post facto research design was adopted. Three hundred and twenty-three postgraduate distance learners who registered and sat for examinations of Master of Education in Educational Technology of National Open University of Nigeria, during the first semester of 2019_1 of 2018/2019 academic session were purposively selected from 74 study centres. The participants were made up of 215 males and 108 females. Three null hypotheses were formulated to guide the study and tested at .05 level of significance. The results of participants in 2019_1 first semester were analysed using t-test and analysis of variance (ANOVA). There was a significant difference in the mean achievement scores of male and female postgraduate distance learners in educational technology in favour of male distance learners while no significant difference was established in respect of postgraduate distance learners’ entry background. The implications of this study are that gender difference is a factor of prediction to academic achievement in educational technology but entry background does not influence postgraduate distance learners’ achievement in courses. Recommendations were made among others that there is need to create co-operative learning activities sensitive to preferences of female distance learners.

Self-efficacy beliefs of students of primary school teaching department regarding mathematics and teaching mathematics

2020 ◽  
Vol 8 (4) ◽  
pp. 747-753
Author(s):  
Murat Ellez ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Prospective Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Teaching Mathematics ◽  
Teaching Math ◽  
School Teaching ◽  
Significant Difference ◽  
Students Attitudes

Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who completed the survey. However, although Primary Education prospective teachers scores were higher in their attitude points and self–efficacy towards math teaching, a significant difference between pre-school and primary school prospective teachers. Besides, results revealed a relationship between attitude and self-efficacy beliefs regarding math. To further research, it is recommended that the same surveys should be done with different groups and the larger sample sizes

scholarly journals The Effects of Concept Mapping Instruction on Students’ Attitudes, Motivations, and Self-Efficacy in Educational Technology Class

2019 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Budour Almisad
Keyword(s):  
Educational Technology ◽  
Concept Mapping ◽  
Test Scores ◽  
Self Efficacy ◽  
Sense Of Self ◽  
College Of Education ◽  
Technology Project ◽  
Mapping Approach ◽  
Post Test ◽  
Students Attitudes

The purpose of this study was to examine the effect of concept mapping instruction on students’ attitudes, motivation, and sense of self-efficacy in relation to conducting an educational technology project. A questionnaire was used to collect data from 78 students who were enrolled in three sections of a “production of teaching material” course in a college of education at a university in Kuwait. A pre-test/post-test pre-experimental design was followed, and data was collected using two questionnaires, one before and one after the use of a concept mapping approach to instruction. The analysis of the pre-test/post-test scores showed that there were significant differences between the post-test and pre-test mean scores on the three scales examined: attitude, motivation, and sense of self-efficacy. The findings indicate that the concept mapping approach to instruction was an effective tool for improving students’ attitudes, motivation, and sense of self-efficacy in relation to conducting an educational technology project.

scholarly journals Expression of Career Self-Efficacy of Students Enrolled In University Physical Education and Sports Study Programmes

2018 ◽  
Vol 1 (88) ◽  
Author(s):  
Romualdas Malinauskas ◽  
Žilvinas Stankevičius
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Career Planning ◽  
First Year ◽  
Full Time ◽  
Random Sample Size ◽  
First Year Students ◽  
Goal Selection ◽  
Occupational Information ◽  
Significant Difference

Research  background  and  hypothesis.  An  assumption  that  the  fourth-year  students  of  university  physical education and sports study programmes have greater career self-efficacy than the first-year students is made in the article.Research aim was to reveal peculiarities of the expression of the career self-efficacy of the students enrolled in university physical education and sports study programmes.Research methods. The random sample size consisted of 278 first and fourth-year full time students of physical education and sports study programmes from Lithuanian Sports University and Šiauliai University. Two methods were used to carry out the survey: Career Self-Efficacy Sources Scale (CSESS) and Career Decision-Making Self-Efficacy Scale-Short Form (CDMSE-SF).Research results. The research showed that there was a statistically significant difference (t (276) = –1.96; p < 0.05) between the first and fourth-year students of university physical education and sports study programmes in respect of the level of career self-efficacy. The fourth-year students were able to make a better use of occupational information (4.08 ± 0.54) than the first-year students (3.95  ± 0.56). It was determined that indicators of goal selection and career planning were higher (p < 0.05) in the case of the fourth-year students than in the case of the first-year students.Discussion and conclusions. It was determined that, in comparison with the first-year students, the career self-efficacy of the fourth-year students of university physical education and sports study programmes was more based (p < 0.05) on the following sources: vicarious experience, verbal persuasion and performance accomplishments. Comparison of the levels of career self-efficacy of the first and fourth-year students of university physical education and sports study programmes revealed that the fourth-year students had greater career self-efficacy (p  < 0.05) and that indicators of the components of their career self-efficacy – occupational information, goal selection and career planning were higher (p < 0.05) than those of the first-year students.Keywords: career education, self-efficacy, career self-efficacy, university studies, physical education and sports.

scholarly journals Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

2021 ◽  
Author(s):  
Solomon Sunday Oyelere ◽  
Sunday Adewale Olaleye ◽  
Oluwafemi Samson Balogun ◽  
Łukasz Tomczyk
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Self Efficacy ◽  
Multivariate Regression ◽  
Quantitative Research ◽  
Online Courses ◽  
Online Course ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Technology Course

AbstractThis study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.

scholarly journals Self-efficacy and behavior patterns of learners using a real-time collaboration system developed for group programming

2022 ◽  
Author(s):  
Ting-Chia Hsu ◽  
Hal Abelson ◽  
Evan Patton ◽  
Shih-Chu Chen ◽  
Hsuan-Ning Chang
Keyword(s):  
Real Time ◽  
Self Efficacy ◽  
Interface Design ◽  
Behavior Patterns ◽  
Heterogeneous Groups ◽  
Collaborative Behavior ◽  
Significant Difference ◽  
Block Based ◽  
Disciplinary Background ◽  
Future Work

AbstractIn order to promote the practice of co-creation, a real-time collaboration (RTC) version of the popular block-based programming (BBP) learning environment, MIT App Inventor (MAI), was proposed and implemented. RTC overcomes challenges related to non-collocated group work, thus lowering barriers to cross-region and multi-user collaborative software development. An empirical study probed into the differential impact on self-efficacy and collaborative behavior of learners in the environment depending upon their disciplinary background. The study serves as an example of the use of learning analytics to explore the frequent behavior patterns of adult learners, in this case specifically while performing BBP in MAI integrated with RTC. This study compares behavior patterns that are collaborative or individual that occurred on the platform, and investigates the effects of collaboration on learners working within the RTC depending on whether they were CS-majors or not. We highlight advantages of the new MAI design during multi-user programming in the online RTC based on the connections between the interface design and BBP as illustrated by two significant behavior patterns found in this instructional experiment. First, the multi-user programming in the RTC allowed multiple tasks to happen at the same time, which promoted engagement in joint behavior. For example, one user arranged components in the interface design while another dragged blocks to complete the program. Second, this study confirmed that the Computer Programming Self-Efficacy (CPSE) was similar for individual and multi-user programming overall. The CPSE of the homogeneous CS-major groups engaged in programming within the RTC was higher than that of the homogeneous non-CS-major groups and heterogeneous groups. There was no significant difference between the CPSE of the homogenous non-CS group and the CPSE of the heterogeneous groups, regardless of whether they were engaged in individual programming or collaborative programming within their groups. The results of the study support the value of engaging with MAI collaboratively, especially for CS-majors, and suggest directions for future work in RTC design.

scholarly journals Analysis of Secondary School Students' Attitudes and Self-Efficacy Perceptions towards Physical Education and The Sports Course

2020 ◽  
Vol 10 (6) ◽  
pp. 14
Author(s):  
Gökhan Arıkan
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Self Efficacy ◽  
School Level ◽  
Physical Education Teachers ◽  
School Students ◽  
Self Sufficiency ◽  
Significant Difference ◽  
Two Factors ◽  
Students Attitudes

This study aimed to analyze attitudes and self-sufficiency perceptions of students from different license of sports and students with no sports branches at the secondary school level towards the physical education and sports course. Education should not be based solely on the increased or widespread use of written sources, images, and technological tools and equipment. It is a process in which students are involved in social, mental, and sports activities. However, great emphasis is given to physical education and sports, which have a direct and indirect effect on their physical, mental, emotional and social development, within educational activities. The study included 255 students (120 female, 135 male) studying at two different secondary schools in Şanlıurfa (Vatan secondary school with a sports facility and Ziyaeddin Akbulut secondary school without a sports facility) during the 2019-2020 academic year, and the Physical Education Predisposition Scale was used in the study. The scale is comprised of 11 items. It consists of two factors, namely 'Attitude' (6 items) and 'Self-Efficacy' (5 items). A significant difference between these schools was found based on the findings obtained from this scale. When the results were examined according to the gender variable, it was found that there was a significant difference between male students and female students in terms of the total scale dimension. Again, a significant result in favor of males was found in terms of self-efficacy dimension scores. In terms of sports branches, a significant difference was found between students who are licensed athletes and those who are not. However, no statistical difference was found when examined in terms of the family profession group. According to the attitude dimension results, there was a significant difference between students engaged in basketball and students engaged in handball as well as students without a branch and students engaged in handball. According to the results of the self-efficacy dimension, there was a significant difference between students without a branch and students engaged in basketball as well as those without a license and those engaged in handball. According to our findings, it is thought that the significant difference between the license is related to the reflection of the attitudes of physical education teachers in schools onto the students.

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