Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of the moderating effects of programming languages and the relationship between learners' learning characteristics and achievements

프로그래밍 언어의 조절효과 및 학습자의 학습특성과 성취도와의 관계 분석

  • Received : 2021.03.29
  • Accepted : 2021.04.20
  • Published : 2021.04.28
Download PDF
⟨ Previous Next ⟩

Abstract

This study analyzed the relationship between the characteristics of learners and the achievement level according to the language they learn in programming education for non-major students. The learner's characteristics were set as mastery goal, situaltional interest, cognitive engagement, and self-efficacy for performance, and path analysis was conducted to understand the relationship between the language used and the learning achievement. Situaltional interest and cognitive engagement were found to have an effect on self-efficacy for performace, and self-efficacy for performance had an effect on academic achievement. At this time, the type of programming language to be studied showed a moderating effect on learning achievement. Based on the results of this study, it is suggested that appropriate instruction is needed for each language used in programming lessons for software non-majors.

본 연구는 컴퓨터 비전공생인 학습자가 프로그래밍 학습 진입에 사용하기 적정한 언어에 관한 연구를 위해 학습자의 특성과 학습하는 언어에 따른 성취도의 관계를 분석하였다. 학습자의 특성은 성취동기, 상황적 흥미, 인지적 관여, 수행자기효능감으로 설정하였으며 사용하는 언어와 학습 성취도와의 관계를 파악하고자 구조방정식을 이용한 경로분석과 회귀분석을 실시하였다. 흥미와 인지적 관여는 수행자기효능감에 영향을 미치고 수행자기효능감이 학업성취도에 영향을 미치는 것으로 나타났다. 이때, 학습하는 프로그래밍 언어의 종류가 학습성취도에 조절효과를 나타내었다. 연구 결과는 소프트웨어 비전공자 대상의 수업에서 학습하는 언어의 종류와 학습 순서가 중요하며 이에 따른 교육과정 설계와 수업진행이 필요하다는 시사점을 제언한다.

Keywords

References

  1. H. J. Kim, K. M. Kim (2018). Effect Analysis of the SW Curriculum Reorganization for Non-CS Students on the Class Satisfaction, The Journal of Korean association of computer education, 22(2), 1-12. https://doi.org/10.32431/KACE.2019.22.2.001
  2. J. E. Na. (2017). Software Education Needs Analysis in Liberal Arts, Korean Journal of General Education, 11(3), 68-89.
  3. Y. H. Seo, J. H. Kim. (2017). The effect of SW education applying Design Thinking on creativity of elementary school pre-service teachers, Journal of The Korean Association of information Education, 21(3), 351-360. DOI: 10.14352/jkaie.2017.21.3.351
  4. M. H. Kang, J. Y. Park, S. H. Yoon, M. J. Kang & J. E. Jang.(2016). The Mediating Effect of Learning Flow on Affective Outcomes in Software Education Using Games, JOURNAL OF The Korean Association of information Education, 20(5), 475-486. DOI: 10.14352/jkaie.2017.21.3.351
  5. E. Lahtinen, K. Ala-Mutka & H. M. Jarvinen. (2005). A study of the difficulties of novice programmers, Acm Sigcse Bulletin, 37(3), 14-18. https://doi.org/10.1145/1151954.1067453
  6. T. Jenkins. (2002). On the difficulty of learning to program, in Proceedings of the 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences, 4, 53-58.
  7. D. K. Kang.(2012). Clinical Comparative Analysis of Characteristics of Computer Programming Languages and their Development Environments for Basic Programming Education, Journal of Engineering Education Research, 15(3), 66-71 https://doi.org/10.18108/JEER.2012.15.3.66
  8. Y. M. Kim & M. J, Lee. (2019). A Comparative Study of Educational Programming Languages for Non-majos Students: from the Viewpoint of Programming Language Design Principles. The Journal of Korean Association of Computer Eudcation, 22(1), 47-61 https://doi.org/10.32431/kace.2019.22.1.005
  9. I. H. Ahn(2016). Current status and future of Coding Education, MEDIA & EDUCATION, 6(1), 76-87.
  10. H. J. Choi. (2011). The Programming Education Framework for Programming Course in University, The Journal of Korean association of computer education, 14(1), 69-70. https://doi.org/10.32431/KACE.2011.14.1.007
  11. J. B. Song. (2018) A Study on the Variables Impacting Learning Continuation Intention in Students Participating in SW-Education, Journal of The Korean Association of information Education,22(1), 91-102. DOI: 10.14352/jkaie.2018.22.1.91
  12. J. H. Kim(2008). Programming Language, seoul:Hanbit Media
  13. S. Y. Choi(2015). A Study of Problems and their Solving Strategies Consequent upon Software Education Reinforcement in Primary and Secondary Schools, The Journal of Korean association of computer education, 18(3), 93-104. https://doi.org/10.32431/KACE.2015.18.3.009
  14. D. G. Kang(2012). Clinical Comparative Analysis of Characteristics of Computer Programming Languages and their Development Environments for Basic Programming Education, 15(3), 1-6
  15. Y. S. Lee. (2018). Python-based Software Education Model for Non-Computer Majors, Journal of the Korea Convergence Society, 9(3), 73-78. DOI: 10.15207/JKCS.2018.9.3.073
  16. J. Y. Seo. (2018). A Case Study on Programming Learning of Non-SW Majors for SW Convergence Education, Journal of digital convergence, 15(7), 123-132. DOI: 10.14400/JDC.2017.15.7.123
  17. C. M. Yang(2014). Meta-Analysis on the Effects of Programming Education using Educational Programming Languages, Journal of the Korean Association of information Education,18(2), 317-324. https://doi.org/10.14352/jkaie.2014.18.2.317
  18. M. M. Bong. (2016). SMILES(Student Motivation in the Learning Environment Scales)[Internet]. Available: http://bmri.korea.ac.kr/.
  19. S. H. Kim(2017). Analysis about the Initial Process of Learning Transfer in Computational Thinking Education, The Journal of Korean association of computer education, 10(6), 61-69. https://doi.org/10.32431/KACE.2007.10.6.007
  20. Schunk, D. H. (1996). Goal and self-evaluative influences during children's cognitive skill learning, American educational research journal, 33(2), 359-382. https://doi.org/10.3102/00028312033002359
  21. W. S. Moon(2017). Types and changes of programming languages used in software development and education, The journal of information education, 9(1), 105-110. https://doi.org/10.5507/jtie.2017.012