A Programming Disposition Scale for High School Students
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| Title: | A Programming Disposition Scale for High School Students |
|---|---|
| Language: | English |
| Authors: | Hu, Chiu-Fan, Lin, Yu-Tzu, Wu, Cheng-Chih, Chen, Hsueh-Chih |
| Source: | Educational Technology & Society. Apr 2022 25(2):1-14. |
| Availability: | International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 Grade 11 Grade 12 |
| Descriptors: | High School Students, Test Construction, Test Validity, Test Reliability, Programming, Student Attitudes, Thinking Skills, Self Esteem, Persistence, Grade 10, Grade 11, Grade 12, Foreign Countries |
| Geographic Terms: | Taiwan |
| ISSN: | 1176-3647 1436-4522 |
| Abstract: | This study developed a scale to assess high school students' programming disposition. The scale was developed by utilizing a standardized test development process. The three constructs of the scale, namely confidence, persistence and flexible thinking, consisted of 9 items (3 items on each construct). Participants for the formal test of the scale were 1,332 students from 11 high schools. The validity and reliability of the programming disposition scale were validated via internal consistency, test-retest reliability, construct validity, discriminant validity, criterion-related validity, correlation coefficient of each subscale and confirmatory factor analysis. The analysis results showed that this scale is valid and reliable. The scale can serve as an assessment tool to assist teachers to instruct students learning programming, and help students determine whether taking programming courses in high school or pursuing programming-related majors in university. The effects of individual differences on programming disposition were also discussed to provide feasible educational implications. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Access URL: | https://www.j-ets.net/collection/published-issues/25_2 |
| Accession Number: | EJ1344891 |
| Database: | ERIC |
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