Effects of robotic coding activities on the effectiveness of secondary school students' self-efficacy for coding

Abstract

In this study, it was aimed to determine whether robotic coding activities at secondary school level had any significant effect on students’ self-efficacy perceptions related to block-based programming. Data were collected by "self-proficiency perception scale for block-based programming" prepared by Altun and Kasalak (2018). Within the scope of the study, 5-week robotic coding activities were planned, followed by 58 students in a public school. According to pre-test and post-test results of the students, there was a significant change in intra-group positive direction in the self-efficacy perception scores of both simple and complex block-based programming (tsimple = -5.01, p = 0.00, tcomplex = -8.84, p = 0.00). Across various variables, when we look at the differentiation of self-efficacy perceptions regarding block-based programming, it is found that it does not differ significantly according to gender (tsimple = -0.58, p = 0.56, tcomplex = 0.87, p = 0.39), computer ownership at home (tsimple = -1.23, p = 0.22, tcomplex = -1.23, p = 0.22), Internet connection ownership at home (tsimple = -0.37, p = 0.22, tcomplex = -0.44, p = 0.66) and the possibility to study Scratch program out of course (tsimple = -0.91, p = 0.37, tcomplex = -0.91, p = 0.37).