The purpose of this study was to investigate the effects of types of instructional approach and goal-setting on elementary students' learning of computer programming. A quasi-experimental design was employed and a total of 103 sixth-graders participated in the experimental activity. The independent variables included type of instructional approaches (conceptual module vs. the functional module) and type of goal-setting (grading-goal vs. descriptive-goal). The dependent variables were students' learning performance (knowledge comprehension and knowledge application) and motivation. The results revealed that: (a) For the comprehension performance, the conceptual module instructional approach combined with the grading-goal strategy led to better comprehension performance; (b) Concerning the knowledge application performance, the conceptual module instructional approach group outperformed the other groups; and (c) All participants showed positive motivation toward the programming learning activity, and particularly, the grading-goal strategy with the conceptual module instructional approach revealed higher degree of extrinsic goal than the other groups; and the functional module instructional approach group showed a higher degree of success expectation than the other groups.
|Translated title of the contribution||Effects of Types of Instructional Approach and Goal-Setting on Elementary Students' Learning of Computer Programming|
|Original language||Chinese (Traditional)|
|Number of pages||31|
|Publication status||Published - 2021|
- instructional approaches
- goal-setting strategy
- modular programming