TY - JOUR
T1 - Developing the Computer Programming Self-Efficacy Scale for Computer Literacy Education
AU - Tsai, Meng Jung
AU - Wang, Ching Yeh
AU - Hsu, Po Fen
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was financially supported by the Ministry of Science and Technology of Taiwan at the following project numbers: MOST 106-2511-S-011-010-MY3 and 106-2511-S-011-006-MY3.
Publisher Copyright:
© The Author(s) 2018.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Computer programming has been gradually emphasized in recent computer literacy education and regarded as a requirement for all middle school students in some countries. To understand young students’ perceptions about their own learning in computer programming, this study aimed to develop an instrument, Computer Programming Self-Efficacy Scale (CPSES), for all students above middle school levels. Based on Berland and Lee’s computational thinking framework, this study developed the CPSES items at a literacy level and finally the instrument included the five subscales: Logical Thinking, Algorithm, Debug, Control, and Cooperation. An exploratory factor analysis and reliability tests were conducted in this study. The reliability alpha was.96 for the overall scale, and ranged from.84 to.96 for the subscales. This study also confirmed the positive correlation between computer programming experience and computer programming self-efficacy. In addition, for low- and middle-experienced learners, significant gender differences were found in two subscales: Algorithm and Debug. The CPSES can be applied as an evaluation tool in computer education, robotics education, as well as integrated STEM or STEAM education in which computer programming was regarded as a part of computer literacy.
AB - Computer programming has been gradually emphasized in recent computer literacy education and regarded as a requirement for all middle school students in some countries. To understand young students’ perceptions about their own learning in computer programming, this study aimed to develop an instrument, Computer Programming Self-Efficacy Scale (CPSES), for all students above middle school levels. Based on Berland and Lee’s computational thinking framework, this study developed the CPSES items at a literacy level and finally the instrument included the five subscales: Logical Thinking, Algorithm, Debug, Control, and Cooperation. An exploratory factor analysis and reliability tests were conducted in this study. The reliability alpha was.96 for the overall scale, and ranged from.84 to.96 for the subscales. This study also confirmed the positive correlation between computer programming experience and computer programming self-efficacy. In addition, for low- and middle-experienced learners, significant gender differences were found in two subscales: Algorithm and Debug. The CPSES can be applied as an evaluation tool in computer education, robotics education, as well as integrated STEM or STEAM education in which computer programming was regarded as a part of computer literacy.
KW - digital literacy
KW - evaluation
KW - programming
KW - quantitative
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U2 - 10.1177/0735633117746747
DO - 10.1177/0735633117746747
M3 - Article
AN - SCOPUS:85056207076
SN - 0735-6331
VL - 56
SP - 1345
EP - 1360
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
IS - 8
ER -