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The effect of self-regulated programming learning on undergraduate students’ academic performance and motivation

The effect of self-regulated programming learning on undergraduate students’ academic performance... The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods.Design/methodology/approachThis study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation.FindingsThe results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation.Originality/valueIn this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

The effect of self-regulated programming learning on undergraduate students’ academic performance and motivation

Öztürk, Mücahit
Interactive Technology and Smart Education , Volume 19 (3): 19 – Aug 18, 2022
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19 pages

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1741-5659
eISSN
1741-5659
DOI
10.1108/itse-04-2021-0074
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods.Design/methodology/approachThis study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation.FindingsThe results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation.Originality/valueIn this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines.

Journal

Interactive Technology and Smart Education – Emerald Publishing

Published: Aug 18, 2022

Keywords: Programming learning; Robotic programming learning; Self-regulated learning; Self-regulated learning strategies; Self-regulated programming learning; Computer software; Undergraduates; Online applications; Experiential learning; Digital learning; Web-based learning

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