| Summary: | 碩士 === 國立臺灣師範大學 === 資訊教育學系 === 101 === A quasi-experiment involving 115 sixth graders was used in this study to investigate if the use of guiding worksheets would improve the effectiveness of learning Scratch programming. Fifty-nine students from two intact classes were assigned to the experimental group and 56 from the other two classes to the control group. All participants used the same Scratch projects designed by the researcher to learn the fundamental Scratch commands and the process of how to implement a Scratch project. However, each student in the experimental group was required to fill out a worksheet which contained a sequence of questions intended to enhance students’ understanding of the Scratch commands to be used in a specific project and, furthermore, to guide the students through the problem-solving process; in contrast, students in the control group received traditional instruction in which the instructor explained the same Scratch commands orally and demonstrated the problem-solving process by broadcasting her screen to student computers. All students took a test at the completion of each project. Each test included two parts: the written part contained multiple-choice questions to assess students’ comprehension of the Scratch commands they had just learned, whereas the programming part required students to apply those commands in implementing a designated project. Seven sets of test scores were collected during the 14-week period of the experiment. A statistical analysis of the test scores showed that the experimental group significantly outperformed the control group in all seven written tests and six out of the seven programming tests. In addition, the questionnaire survey, which was administered to students in the experimental group at the end of the experiment, revealed that the majority of students considered the guiding worksheets useful in helping them to learn Scratch programming more effectively.
|
|---|
