The comparison of 6th grade students' in terms of attitudes ,self-efficacy and academic achievement on teaching of scratch and kodu game lab 'programming languages

The aim of this study is to examine the impact of teaching programming with the Scratch and Kodu Game Lab on programming academic achievement, attitude and self-efficacy perceptions of 6th grade students. The study group of this research was composed of 27 middle-school students who were studying in two different classes inYeniceköy Secondary School which is located in Biga, a district of Canakkale province. There were two experimental groups in this research. In these experimental groups, the Cluster Sampling Method has been appliedfor the selection of students. Semi-structured interviews with Information Technology Teachers were applied within the context of the needs analysis which aims to contribute to the creation of course content and lesson plans. Teaching programming to children One of the experimental group was taught In the programming teaching lesson for children scheduled for 20 hours, the scratch programming language was used in one of the experimental groups, while the cod game lab was used in the other group. Experimental groups were ditributed "the Programming Language Academic Achievement Test", "the Educational Computer Games Assisted Learning", "the Coding Attitude Scale" and "the Computer Programming Self-Efficacy Scale" both as the pre-test and final-test. After eight weeks, the Programming Language Academic Achievement Test was applied as a re-test for testing retention. The independent sample t-test, dependent sample t-test and Shapiro-Wilk normality test have been applied to analyse data. When the findings of the study indicated that the students in the group of Scratch teaching have significantly improved the programming achievement when compared with the other grouphave studied with Code Game Lab to learn programming. It has been determined that there wasno significant difference between the attitude and self-efficacy perceptions of the students in the group of the Scratch and the Code Game Lab. Self-efficacy perceptions in the groups of both Scratch and Code Game Lab have also increased significantly. It has also emerged that teaching programming with Code Game Lab has increased attitudes of students towards programming significantly.