Emergency Online Programming Classes: Self-Efficacy, Motivation, and Performance

Q3 Social Sciences

International Journal of Virtual and Personal Learning Environments Pub Date : 2022-01-01 DOI:10.4018/ijvple.295305

S. Yong, P. Gates

{"title":"Emergency Online Programming Classes: Self-Efficacy, Motivation, and Performance","authors":"S. Yong, P. Gates","doi":"10.4018/ijvple.295305","DOIUrl":null,"url":null,"abstract":"A study was conducted to explore student self-efficacy, motivation, and performance in learning programming online. A questionnaire was administered to 132 students in a Foundation in Engineering programme using the Computer Programming Self-Efficacy Scale and Intrinsic Motivation Inventory. Then, exam performance and Moodle logs were used to complement the findings. Data collected revealed that students with prior programming knowledge had more self-efficacy in simple and complex programming concepts. Students were mainly motivated to learn by interest and value. Students performed better in online programming classes, and their performance was positive correlated with Moodle access and attendance at live online classes. There are a few implications of this study. Online delivery is more appropriate for introductory programming course. However, the quality of online classes is inevitably uncertain due to the impact of uncontrollable external factors. Education regardless of whether face-to-face or online, is a complete package of academic knowledge, social and emotional development.","PeriodicalId":53545,"journal":{"name":"International Journal of Virtual and Personal Learning Environments","volume":"32 1","pages":"1-19"},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Virtual and Personal Learning Environments","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/ijvple.295305","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

Abstract

A study was conducted to explore student self-efficacy, motivation, and performance in learning programming online. A questionnaire was administered to 132 students in a Foundation in Engineering programme using the Computer Programming Self-Efficacy Scale and Intrinsic Motivation Inventory. Then, exam performance and Moodle logs were used to complement the findings. Data collected revealed that students with prior programming knowledge had more self-efficacy in simple and complex programming concepts. Students were mainly motivated to learn by interest and value. Students performed better in online programming classes, and their performance was positive correlated with Moodle access and attendance at live online classes. There are a few implications of this study. Online delivery is more appropriate for introductory programming course. However, the quality of online classes is inevitably uncertain due to the impact of uncontrollable external factors. Education regardless of whether face-to-face or online, is a complete package of academic knowledge, social and emotional development.

查看原文本刊更多论文

紧急在线编程课程:自我效能、动机和表现

本研究旨在探讨学生在网路程式设计学习中的自我效能感、动机与表现。采用计算机编程自我效能感量表和内在动机量表对132名工程基础专业学生进行问卷调查。然后，使用考试成绩和Moodle日志来补充研究结果。数据显示，具有编程基础知识的学生在简单和复杂编程概念上的自我效能感更高。学生学习的动机主要是兴趣和价值。学生在在线编程课程中表现更好，他们的表现与Moodle的访问和在线直播课程的出勤率呈正相关。这项研究有几点启示。在线交付更适合于入门编程课程。然而，由于不可控的外部因素的影响，网络课程的质量不可避免地存在不确定性。教育无论是面对面的还是在线的，都是学术知识、社交和情感发展的一个完整的包。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Virtual and Personal Learning Environments Social Sciences-Education

CiteScore

1.70

自引率

0.00%

发文量