國立高雄大學圖資館 |

登入

回首頁

Examining Pair Programming Interactions and Their Impact on Middle School Students' Self-Efficacy and Achievement in a Text-Based Programming Language /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining Pair Programming Interactions and Their Impact on Middle School Students' Self-Efficacy and Achievement in a Text-Based Programming Language /Fatih Gok.
作者:	Gok, Fatih,
面頁冊數:	1 electronic resource (166 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-07, Section: B.
附註:	Advisors: Kwon, Kyungbin Committee members: Ottenbreit-Leftwich, Anne T.; Brush, Thomas; Lester, Jessica Nina.
Contained By:	Dissertations Abstracts International86-07B.
標題:	Instructional design.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31770391
ISBN:	9798302375971

Examining Pair Programming Interactions and Their Impact on Middle School Students' Self-Efficacy and Achievement in a Text-Based Programming Language /
Gok, Fatih,

Examining Pair Programming Interactions and Their Impact on Middle School Students' Self-Efficacy and Achievement in a Text-Based Programming Language /Fatih Gok. - 1 electronic resource (166 pages)

Source: Dissertations Abstracts International, Volume: 86-07, Section: B.

The purpose of this dissertation study is to examine pair programming interactions and their impact on middle school students' self-efficacy and programming achievement in a text-based programming language. Participants included 78 middle school students from the 7th and 8th grades. Using a convergent mixed-methods research design, both qualitative and quantitative data were collected from the participants through various methods, including a programming achievement test, a computer programming self-efficacy survey, screen recordings of iPads, and video recordings of students during pair programming sessions. The findings revealed that students engaged in four types of interactions: planning, developing, evaluation, and social-emotional reflection. As students were paired with peers of varying abilities, the pair programming groups demonstrated differences in their focus on the four types of interactions, depending on the abilities of the students in each pair. Additionally, the statistical analysis revealed significant differences in students' self-efficacy and programming achievement scores based on their abilities and how they were paired in the pair programming groups.

English

ISBN: 9798302375971Subjects--Topical Terms:

967043
Instructional design.
Subjects--Index Terms:

Middle school students

Examining Pair Programming Interactions and Their Impact on Middle School Students' Self-Efficacy and Achievement in a Text-Based Programming Language /
LDR:02753nmm a22004213i 4500 001 676416
005 20250420214402.5
006 m o d
007 cr|nu||||||||
008 250901s2025 miu||||||m |||||||eng d
020 $a 9798302375971
035 $a (MiAaPQD)AAI31770391
035 $a AAI31770391
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Gok, Fatih, $e author. $0 (orcid)FatihGok $3 990252
245 1 0 $a Examining Pair Programming Interactions and Their Impact on Middle School Students' Self-Efficacy and Achievement in a Text-Based Programming Language / $c Fatih Gok.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (166 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-07, Section: B.
500 $a Advisors: Kwon, Kyungbin Committee members: Ottenbreit-Leftwich, Anne T.; Brush, Thomas; Lester, Jessica Nina.
502 $b Ph.D. $c Indiana University $d 2025.
520 $a The purpose of this dissertation study is to examine pair programming interactions and their impact on middle school students' self-efficacy and programming achievement in a text-based programming language. Participants included 78 middle school students from the 7th and 8th grades. Using a convergent mixed-methods research design, both qualitative and quantitative data were collected from the participants through various methods, including a programming achievement test, a computer programming self-efficacy survey, screen recordings of iPads, and video recordings of students during pair programming sessions. The findings revealed that students engaged in four types of interactions: planning, developing, evaluation, and social-emotional reflection. As students were paired with peers of varying abilities, the pair programming groups demonstrated differences in their focus on the four types of interactions, depending on the abilities of the students in each pair. Additionally, the statistical analysis revealed significant differences in students' self-efficacy and programming achievement scores based on their abilities and how they were paired in the pair programming groups.
546 $a English
590 $a School code: 0093
650 4 $a Instructional design. $3 967043
650 4 $a Computer science. $3 199325
653 $a Middle school students
653 $a Pair interactions
653 $a Pair programming
653 $a Programming achievement
653 $a Programming self-efficacy
690 $a 0447
690 $a 0984
710 2 $a Indiana University. $b School of Education. $3 603214
720 1 $a Kwon, Kyungbin $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-07B.
790 $a 0093
791 $a Ph.D.
792 $a 2025
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31770391