The effect of computerized and non-computerize ogramming instruction on academic achievement and programming self-efficacy in secondary schools

This study was conducted to examine the effect of coding activities with and without computers on programming academic achievement and programming self-efficacy. Quasi-experimental design with pretest-posttest control group was used as one of the quantitative data collection techniques. The study group of the research consists of 50 students, 24 in the experimental group and 26 in the control group, who are studying in Suluova district of Amasya province. Within the scope of the study, the implementation process lasted 6 weeks in total. The acquisitions determined in this process were taught to the experimental group through the Code.org website and activities were carried out. The same acquisitions and activities were determined for the control group, and the activities were printed out on the Code.org site and carried out with the students as paper and pencil activities. "Programming Self-Efficacy Scale" and 'Code.org Programming Academic Achievement Test' were used as data collection tools in the study. The collected data were analyzed in SPSS program. Ancova (covariance) analysis was used to analyze the collected programming academic achievement test and programming self-efficacy scale data and to compare the groups' academic achievement post-test and programming self-efficacy post-test scores. As a result of the research, it was concluded that computerized and non-computerized programming instruction contributed to programming academic achievement and there was no significant difference between the groups. At the same time, it was concluded that computerized programming activities and non-computerized programming activities increased students' programming self-efficacy. When the increase in programming self-efficacy was examined, a significant difference was found in favor of the experimental group.