Blok Tabanlı Görsel Ve Metin Tabanlı Programlama Öğretimlerinin Erişi, Mantıksal Düşünme Ve Motivasyona Etkileri

Abstract

This study aims to identify the effects of block-based visual and text-based programminginstructions on the students' achievement, logical thinking and their motivation for programming. The study group of the research which was prepared based on one group pre test and post test model was composed of 60 students studying at the department of science education of a state university in the Spring semester of the academic year 2015-2016. Two different experimental procedures were carried out and the results were evaluated separately. The students in the A branch received training on block-based visual programming with Scratch for 10 weeks whereas the students in the B branch were trained on the text-based programming with Small Basic. As data collection tool, the study employed programming achievement test, logical thinking test and motivation scale. In the analysis of the data, the t-test, the Mann-Whitney U test and the paired sample t-test were used. As a result of the analyses; there was a statistically significant increase in the post test scores compared to the achievement, logical thinking and motivation pre test scores of the students with block-based visual programming instruction. In addition, a high effect size was calculated for the variables examined. There was a statistically significant increase in the post test scores compared to the achievement and logical thinking pre test scores of the students with text-based programming instruction. The effect size was calculated at a high level for achievement and at a medium level for logical thinking. In addition, the motivation pre test scores of students with text-based programming did not show a statistically significant increase in the final test following their training. The effect size calculated for motivation scores was low.