The Impact of Productive Failure on Seventh-Grade Students’ Programming Learning Effectiveness: A Quasi-Experimental Study

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division C - Section 1e: Engineering and Computer Science Virtual Poster Session

Abstract

This quasi-experimental study (n=52) explores how productive failure affects students’ programming learning by comparing two teaching approaches: "hands-on before instruction" and "instruction before hands-on". The major findings indicate: (1) both the "hands-on before instruction" and "instruction before hands-on" teaching approaches contribute to improving students' programming skills; (2) the "hands-on before instruction" teaching method has a significantly greater positive impact on students' programming learning outcomes compared to the "instruction before hands-on" teaching method; (3) both high-achieving and medium-achieving students show a preference for the "hands-on before instruction" teaching method while low-achieving students express anxiety and pressure.

Author

• Cing-Sin Lin, National Chengchi University