The effect of individual and teamwork on attitudes of block-based programming self-efficacy perceptions and robotic programming of secondary school students

In this research, the effects of individual and teamwork activities on perceptions of block-based programming self-efficacy and attitudes towards robotic programming tried to be determined. Block-based programming self-efficacy perceptions of the students and attitudes towards robotic- programming examined in terms of (gender, taking a Scratch lesson before and taking robotic-programming courses before) various variables. The research has conducted in a private school located in Sariyer, district of Istanbul province in the 2nd academic year of 2018-2019 with 32 students from 7th Grade. The study fulfilled a semi-experimental pattern on the experimental and control groups using the pretest-posttest design. The individual group consists of nine girls (56.3%) and seven boys (43.8%) and the teamwork group consists of eight girls (50%), eight boys (50%) students. According to the research results, individual and teamwork did not affect secondary school students' perceptions of block-based programming self-efficacy and their attitudes towards robotic programming. In addition to this, it has been determined that there was a significant difference in attitudes of block-based programming self-efficacy perceptions and robotic programming for both individual and team study group students. Besides, it has obtained purposeful difference that the perceptions of block-based programming self-efficacy with the situation of taking programming with Scratch lessons before and attitudes of robotic-programming in the study group within the team. It has been obtained that there was not a significant difference between the block-based programming self-efficacy of students with gender. The attitudes towards robotic programming of students did not differ according to their gender and taking a robotic-programming lesson before.