The Effects of Two Online Instructional Approaches on College Students' Attitudes Toward Block-Based Programming

• In Event: Computer Science Education

Abstract

This study compared the effects of deductive and inductive instructional approaches in terms of their effects on college students’ attitudes toward programming and instruction. The study conducted an experiment using a pretest-posttest randomized-group design and analyzed quantitative data. Item analysis and confirmatory factor analysis were conducted to evaluate the reliability and validity of the attitude questionnaires. The findings showed that although the inductive group increased higher in the positive programming attitude than the deductive group, the change did not significantly differ between the groups. Also, deductive teaching made a greater positive change in attitude toward online instruction. The inductive approach needs more planning and resources to create clear guidelines and adequate scaffoldings. Implications and recommendations were discussed.

Authors

• Hyunchang Moon, Augusta University
  Presenting Author

• Jongpil Cheon, Texas Tech University
  Presenting Author