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Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students: Are Demographic Variables, Academic Success, or Programming-Related Variables More Important?

Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students: Are Demographic Variables, Academic Success, or Programming-Related Variables More Important?

Hatice Yildiz Durak, Mustafa Saritepeci, Ahmet Topçu, Aykut Durak
Copyright: © 2020 |Pages: 22
ISBN13: 9781799845768|ISBN10: 1799845761|ISBN13 Softcover: 9781799852094|EISBN13: 9781799845775
DOI: 10.4018/978-1-7998-4576-8.ch003
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MLA

Yildiz Durak, Hatice, et al. "Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students: Are Demographic Variables, Academic Success, or Programming-Related Variables More Important?." Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education, edited by Michail Kalogiannakis and Stamatios Papadakis, IGI Global, 2020, pp. 54-75. https://doi.org/10.4018/978-1-7998-4576-8.ch003

APA

Yildiz Durak, H., Saritepeci, M., Topçu, A., & Durak, A. (2020). Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students: Are Demographic Variables, Academic Success, or Programming-Related Variables More Important?. In M. Kalogiannakis & S. Papadakis (Eds.), Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education (pp. 54-75). IGI Global. https://doi.org/10.4018/978-1-7998-4576-8.ch003

Chicago

Yildiz Durak, Hatice, et al. "Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students: Are Demographic Variables, Academic Success, or Programming-Related Variables More Important?." In Handbook of Research on Tools for Teaching Computational Thinking in P-12 Education, edited by Michail Kalogiannakis and Stamatios Papadakis, 54-75. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-4576-8.ch003

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Abstract

This study examined the predictiveness of demographic and academic variables and the variables which are in relation with programming on computational thinking (CT) self-efficacy of middle school students who received and who did not receive programming education. Relational screening model was utilized in this study. One-hundred ninety-nine middle school students from 5th and 6th grades in Turkey composed the participants of the research. As the result of the research, it was found that CT self-efficacy level is low. Furthermore, programming experiences of the students are approximately two years. The most important predictor of CT self-efficacy of the students who received programming education is demographic variables. Predictive variables' relative order of importance on CT self-efficacy of the students who received programming education are gender, utilized programming tool, math class grade point average, and attitude towards programming.

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