程式模組引導教學與目標設定策略對國小學生程式設計學習成效與動機之影響

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.