Browse > Article
http://dx.doi.org/10.14400/JDC.2021.19.4.049

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

Lee, Kyung-Sook (Korea University)
Publication Information
Journal of Digital Convergence / v.19, no.4, 2021 , pp. 49-55 More about this Journal
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.
Keywords
programming language; mastery goal; situaltional interest; self-efficacy for performance; cognitive involvement;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 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   DOI
2 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.   DOI
3 J. E. Na. (2017). Software Education Needs Analysis in Liberal Arts, Korean Journal of General Education, 11(3), 68-89.
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   DOI
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.   DOI
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 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.   DOI
8 M. M. Bong. (2016). SMILES(Student Motivation in the Learning Environment Scales)[Internet]. Available: http://bmri.korea.ac.kr/.
9 Schunk, D. H. (1996). Goal and self-evaluative influences during children's cognitive skill learning, American educational research journal, 33(2), 359-382.   DOI
10 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.   DOI
11 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.   DOI
12 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.   DOI
13 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   DOI
14 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   DOI
15 I. H. Ahn(2016). Current status and future of Coding Education, MEDIA & EDUCATION, 6(1), 76-87.
16 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   DOI
17 J. H. Kim(2008). Programming Language, seoul:Hanbit Media
18 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   DOI
19 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.   DOI
20 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
21 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   DOI