Effects of a Self-Regulated Cooperative Programming Approach on Elementary Students' Programming Knowledge, Metacognitive Awareness, and Self-Efficacy
Saved in:
| Title: | Effects of a Self-Regulated Cooperative Programming Approach on Elementary Students' Programming Knowledge, Metacognitive Awareness, and Self-Efficacy |
|---|---|
| Language: | English |
| Authors: | Chengye Liu (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Elementary School Students, Programming, Knowledge Level, Metacognition, Self Efficacy, Grade 4, Cooperative Learning, Individualized Instruction, Learning Strategies, Planning, Reflection |
| DOI: | 10.1002/jcal.70167 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Programming is a vital digital skill that can equip students with the necessary competencies for future employment opportunities. However, due to inadequate metacognitive awareness, self-regulation abilities, and a lack of prior programming knowledge, elementary school students may struggle with completing complex programming tasks. Objectives: We aim to propose a self-regulated cooperative programming (SR-CoP) approach. While exploring the effectiveness of the approach in students' programming knowledge, metacognitive awareness, and self-efficacy. Methods: Participants were 113 fourth graders (54 males, 59 females). Their ages ranged from 10 to 11 years. They were randomly assigned to three groups: the control group using individual programming (C-IdP), experimental group 1 employing SR-CoP, and experimental group 2 employing conventional cooperative programming (C-CoP). Results: The SR-CoP approach significantly enhanced students' metacognitive awareness and self-efficacy compared to the other groups. Regarding programming knowledge, no statistically significant difference were found among the three groups, suggesting that SR-CoP supports non-cognitive outcomes without compromising domain knowledge acquisition. Conclusions: By employing self-regulation strategies, students engage in planning, self-monitoring, and self-reflection during project completion and cooperative programming activities. This practice is advantageous for enhancing elementary students' metacognitive awareness and self-efficacy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495724 |
| Database: | ERIC |
| Abstract: | Background: Programming is a vital digital skill that can equip students with the necessary competencies for future employment opportunities. However, due to inadequate metacognitive awareness, self-regulation abilities, and a lack of prior programming knowledge, elementary school students may struggle with completing complex programming tasks. Objectives: We aim to propose a self-regulated cooperative programming (SR-CoP) approach. While exploring the effectiveness of the approach in students' programming knowledge, metacognitive awareness, and self-efficacy. Methods: Participants were 113 fourth graders (54 males, 59 females). Their ages ranged from 10 to 11 years. They were randomly assigned to three groups: the control group using individual programming (C-IdP), experimental group 1 employing SR-CoP, and experimental group 2 employing conventional cooperative programming (C-CoP). Results: The SR-CoP approach significantly enhanced students' metacognitive awareness and self-efficacy compared to the other groups. Regarding programming knowledge, no statistically significant difference were found among the three groups, suggesting that SR-CoP supports non-cognitive outcomes without compromising domain knowledge acquisition. Conclusions: By employing self-regulation strategies, students engage in planning, self-monitoring, and self-reflection during project completion and cooperative programming activities. This practice is advantageous for enhancing elementary students' metacognitive awareness and self-efficacy. |
|---|---|
| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70167 |
