Robotik Kodlama Etkinliklerinin Ortaokul Öğrencilerinin Kodlamaya İlişkin Özyeterlik Algılarına Etkisi Ve Etkinliklere İlişkin Öğrenci Yaşantıları

Abstract

In this study, it was aimed to determine whether there is a meaningful relationship between robotic coding activities at secondary school level and self-efficacy perceptions related to block-based programming. In addition, students' experiences in robotic coding activities have been researched and findings about what should be considered during the organization of robotic coding activities. The study has two phases. In the first step, the "Block-Based Self-Efficacy Perception Scale" was developed. In addition, the self-efficacy scores obtained from participants with the developed measurement tool were examined in terms of various variables. As a result of the validity and reliability study performed on 329 students in the middle school level, A two-factor Likert-type "Block-Based Self- Efficacy Perception Scale” was defined as "Simple Block-Based Programming Tasks" consisting of 5 items and "Complex Block-Based Programming Tasks" consisting of 7 items (α = .893). At the end of the exploratory factor analysis, the first factor of 5 items explained 11.462% of the total variance, the second factor of 7 items explained 46.763% of the total variance and validated by model confirmatory factor analysis of this structure, a reliable scale has been achieved. In the second phase, 5-week robotic coding activities were planned, followed by 58 students in a public school. According to pre-test and post-test results of the students, there was a significant change in intra-group positive direction in the self- efficacy perception scores of both simple and complex block-based programming (simple t = -5.01, p = 0.000, complex t = -8.84, p = 0.00). In terms of various variables, when we look at the differentiation of self-efficacy perceptions regarding block-based programming, it is found that it does not differ significantly according to gender (simple t = -0.58, p = 0.56, complex t = 0.87, p = 0.39), computer ownership at home (simple t = -1.23, p = 0.22, complex t = -1.23, p = 0.22), Internet viiiconnection ownership at home (simple t = -0.37, p = 0.22, complex t = -0.44, p = 0.66) and the possibility to study Scratch program out of course (simple t = -0.91, p = 0.37, complex t = -0.91, p = 0.37). In order to determine the students' experiences regarding robotic coding activities, the "activity perception scale" in English was adapted to Turkish. When findings obtained from the "activity perception scale" and from observation and interviews were interpreted at the end of each activity, findings were obtained that students thought that they found the activities fun and interesting, were willing to participate in the activities, and contributed positively to the personal development of the activities.