The Effect of Code Studio Programming Learning on the Fifth Grade Student’s Logical Reasoning and Problem Solving Ability

• Main Authors: CHENG,CHIH-JUNG, 鄭志榮
• Other Authors: 張文智
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/fxk8s2

碩士 === 中華大學 === 資訊管理學系 === 106 === The main purpose of this study was to investigate the effect of Code Studio programming learning on 5th graders’ logical reasoning abilities and problem solving abilities. In addition, the students’ learning achievement and learning attitudes toward Code Studio were analyzed. This study adopted a Quasi-Experimental design. The targets were the students taught by the researcher. There were two classes, forty-six students in total. Twenty-three students were designated as experimental group and twenty-three students as control group. The experimental group was grouped in a mixed gender, while the control group in the same gender. Both groups received a 5-week Code Studio programming learning course. The data were collected in quantitative ways, supplemented by qualitative interview data. The instruments which included computer attitude questionnaire, logical reasoning abilities test, problem solving abilities questionnaire, Code Studio learning achievement test, Code Studio learning attitude questionnaire, were developed and employed for gathering quantitative data. This study conducted a semi-structured interview for examining the students’ perception toward this course. The results were as follows: 1. Code Studio programming learning had significant effects on the disjunction of logical reasoning ability for the experimental and the control group students. 2.Code Studio programming learning had significant effects on the disjunction and implication of logical reasoning abilities for students with high computer attitudes in the experimental and the control group students. 3. Code Studio programming learning had no significant effects on logical reasoning ability among the different learning achievement students of the experimental and the control group. 4. Code Studio programming learning did not show significant difference in problem solving abilities between the different learning achievement students of the experimental and the control group. 5. There was no significant difference in the achievement of Code Studio learning between the experimental and the control group. 6. There was no significant difference in the achievement of Code Studio learning between the different computer attitude students of the experimental and the control group. 7. Students of low computer attitude from the experimental group and the control group showed significant difference in dimensions like total scores, satisfaction and practicality in Code Studio programming learning attitude. 8. Students of various learning achievement from the experimental group and the control group did not show significant difference in Code Studio programming learning attitude.