The effectiveness of learning programming using robot-based learning approach on students academic performance and motivation
This research aimed to evaluate the effectiveness of learning programming using robot- basedlearning (RBL) approach on students academic performance and motivation. The study used aquasi-experimental research design involving a control group and a treatment group, each consistingof 20 students. Lear...
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | thesis |
| اللغة: | eng |
| منشور في: |
2020
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://ir.upsi.edu.my/detailsg.php?det=6663 |
| الوسوم: |
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| الملخص: | This research aimed to evaluate the effectiveness of learning programming using robot- basedlearning (RBL) approach on students academic performance and motivation. The study used aquasi-experimental research design involving a control group and a treatment group, each consistingof 20 students. Learning in both groups was carried out for a month, during which data werecollected through programming tests and Course Interest Survey (CIS). Data were analyzed usingthe ANOVA and the Kruskal- Wallis H-test. The F-test revealed that the difference in the meanscores of academic performance between the treatment group (mean=19.55) and control group (mean=23.45) was not significant (F (1,38) =0.730, p=.398). Likewise, the Kruskal- WallisH-test, which was performed on four motivational factors, showed that the difference inthe mean scores of the attention factor between the treatment group (mean=18.93) andcontrol group (mean=21.13) was not significant (x(1) =.368, p=.544). The relevance factoralso did not show any significant difference between the treatment group (mean=18.93) and controlgroup (mean=21.13), with a significance of (x(1) =2.854, p=.091). The confidence factor showed nosignificant difference (x(1)=.244, p=.622) between the treatment group (mean=20.88) and the control group(mean=19.08). The satisfaction factor also showed no significant difference (x(1)=.156, p=.693) between the treatment group (mean=19.30) and the control group(mean=20.74). In conclusion, these findings suggest that learning using the RBL approachis as effective as using the conventional approach. Nonetheless, evidence from classroomobservations showed that students who used the RBL approach were more active than theircounterparts who used the conventional approach. The study implies that RBL app programming ina more active learning environment. |
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