The Effects of Scaffolding and Computer Self-Efficacy on Sixth-Graders' Performance and Attitude of Programming

• Main Authors: Yi-Ti Han, 韓宜娣
• Other Authors: Ming-Puu Chen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/81988447672513923577

碩士 === 國立臺灣師範大學 === 資訊教育學系 === 99 === The purpose of this study was to examine the effects of scaffolding and computer self-efficacy on sixth graders' performance and attitude of programming. Participants were 77 sixth graders of an elementary school. The methodology of this study was quasi-experimental design. The independent variables of this research contained scaffolding and computer self-efficacy. According to the different designs, the types of scaffolding were metacognitive scaffolding and procedural scaffolding. And computer self-efficacy was divided into high computer self-efficacy and low computer self-efficacy. The dependent variables included learning performance and learning attitudes. The results revealed that：(a) the metacognitive scaffolding facilitated learners' higher level performance of programming. (b) learners with high computer self-efficacy obtained more positive performance and attitude of programming. (c) regardless of the scaffolding types, both students held positive attitudes toward the use of Stagecast Creator for teaching programming.