The effects of block based programming tool on 6th year students' programming achievement, algorithm development self-competencies and motivation

In this study, it is aimed to determine whether the use of block-based Scratch programming tool in programming teaching in Information Technologies and Software course affects self-efficacy perceptions, course motivation, and programming achievement. The study consisted of two stages. In the first stage, an achievement test was developed in 2016-2017 in accordance with the intended learning outcomes of programming in the curriculum of Information Technologies and Software course. In order to determine the level of self-efficacy perception of the students, a Self-efficacy Perception Scale for Developing Algorithms was developed. Motivation and Learning Strategies Scale was used to determine the students' motivation level. In order to carry out the experimental process of the research, a 4-week teaching program on Algorithm and Strategy Development was prepared. The scales and instructional plan to be used in the study were prepared and applied in accordance with expert opinions. In the second stage of the study, a 4-week experimental process was conducted in accordance with the prepared teaching plans. The research model is the quasi-experimental design model with pre-test post-test control groups. Scratch program was introduced to the experimental group students in the first week. The control group students learned to program for four weeks by creating flow charts using the traditional lecture method. The study group consists of a total of 64 students in a secondary school in the central district of Sakarya. Self-efficacy perception scale, achievement test, and motivation scale were used to reach the data. Before and after the treatments, students were asked to complete these scales and an achievement test was applied. The data were analyzed with SPSS 25.0. In order to determine the distribution of the data obtained from the study as a result of the normal distribution analysis Shapiro-Wilk analysis was done by the normal distribution of the difference between the groups as a result of the difference between the two groups while looking at the Mann Whitney U test, pre-test results were examined by looking at the Wilcoxon Signed Rank test. As a result of the research, it was seen that there was a statistically increase in the achievement score and self-efficacy perception results of the students who were learning in both the experimental group and the control group. In addition, the motivation level of students learning in the Scratch programming environment has increased; the level of motivation of students learning traditional methods is reduced. However, no significant difference was found between the experimental and control groups in terms of achievement score, self-efficacy perception, and motivation scores. Based on these findings, it is suggested to improve the algorithmic ability skills and to improve the algorithm self-efficacy perception and to offer more space for programming activities in the courses.