The Effect of Advance Organizer on Learning Attitude and Achievement for Third Graders in Scratch Programing Classes

• Main Authors: Wen-Ming Kuo, 郭文明
• Other Authors: Li-An Ho
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/90025173129902401190

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 103 === 　　The major purpose of this study is to investigate the effect of advance organizer strategy on third graders’ learning attitude and learning effectiveness in Scratch programming classes. This study adopted quasi experimental design to conduct a learning experiment for Scratch programming. The subjects are third graders from two classes in Taipei City, and they were divided into the experiment group (n=27) and the control group (n=27). The experiment group accepted the instructionwithan advance organizer strategy, and the control group accepted the instruction with a traditional expository strategy. The experiment lasted for eight weeks. All participants used the same Scratch projects designed by the researcher to learn the fundamental Scratch commands and how to implement a Scratch project. In the end of the experiment, the results were analyzed in accordance with t-test and two-Way ANOVA. The conclusions were as the followings. 　　1. No significant differences on third graders’ learning effectiveness were found in both the group instructed with advance organizer strategy and the groupwith the traditional expository strategy. 　　2. The researcher divided the students into three levels of learning achievement (i.e. higher-level, medium-level, and lower-level) based on their four Scratch performance test results. The results showed that the high-level students made better achievements in Scratch learning than the medium-level students, and the medium-level students also made better achievements than the lower-level students. In addition, the achievements of the higher-level students were significantly betterthan the lower-level students. 　　3. As to learning attitudes towards Scratch learning, the experiment groupmade better achievements than the control group. 　　4. The experiment group also made better achievements than the control group on the questionnaire of satisfaction and interest on learning attitudes towards Scratch learning. However, there is no significant gender difference on the questionnaire of usefulness, confidence and cooperation.