The Effects of Using Guiding Worksheets to Teach Scratch Programming
Ying-Ting Ho, Janet Mei-Chuen Lin, National Taiwan Normal University, Taiwan
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
A quasi-experiment involving 115 sixth graders was conducted to investigate if the use of guiding worksheets would improve the effectiveness of learning Scratch programming. All participants did the same set of Scratch projects. However, students in the experimental group were required to fill out a worksheet while they worked on each project. The worksheet contained a sequence of questions to guide the students through the steps of analyzing the problem, designing the solution, and writing the code; in contrast, students in the control group received traditional instruction in which the instructor orally explained and demonstrated how to solve each problem. A statistical analysis of the test scores collected during the 14-week period of the experiment revealed that the experimental group significantly outperformed the control group in six out of the seven tests. In addition, the questionnaire survey showed that the majority of students considered the guiding worksheets useful in helping them to learn Scratch programming more effectively.
Ho, Y.T. & Lin, J.M.C. (2013). The Effects of Using Guiding Worksheets to Teach Scratch Programming. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1642-1647). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)