Effects of Self-Efficacy and Feedback Strategies on Debugging Activities

• Main Authors: Yu-Cheng Chiang, 江佑晟
• Other Authors: Yu-Feng Lan
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/ef52j3

碩士 === 國立虎尾科技大學 === 資訊管理研究所 === 98 === The purpose of this study was to develop a debugging feedback system and provide students with various feedback strategies to explore the effects of students’ self-efficacy and their use of feedback strategies in debugging activities. The aim of the system mainly focused on debugging practices in terms of the programming loop concept. There were 58 university students participating in this study. The results showed the proposed system was effective in improving novice programmers’ debugging skills. The results also showed both high self-efficacy and low self-efficacy students prefer to adopt the no-feedback strategy when the system considers the weighted score regarding feedback strategy selection. However, in contrast to not considering the weighted score, the results supported high self-efficacy students used more low-level feedback strategies, such as "none" and "number of errors" feedback strategies. On the other hand, low self-efficacy students used more high-level feedback strategies, such as "location of errors" and "correct answer" feedback strategies. Moreover, there is positive satisfaction in debugging activities with our proposed system under two dimensions of perceived usefulness and perceived ease of use. The implications derived from the findings for educational practice are different self-efficacy students have different feedback strategy preferences. Further, the developer and designer of an adaptive debugging practice environment could adopt suitable feedback strategies to support the students of different self-efficacy types in debugging activities.