The effect of metacognitive guidance in online education oncomputational thinking skills, metacognitive thinking skills and programming skills perception of self-efficiency

The aim of this study is to investigate the effect of metacognitive guidance support given online on computational thinking skills, programming skills self-efficacy and metacognitive thinking strategies. An experimental design with a "pretest-posttest control group" was used in the study. Two of the 4 classes in the school, where permission for the research was taken, were assigned to the experimental group and two to the control group. Pre-experimental and post-experimental measurements were made in both groups. The study was conducted with 87 science high school students for 6 weeks. During the experimental application, metacognitive guidance support was given to the students in the experimental group in the online environment and the activities were carried out in this way. On the other hand, the students in the control group were given the necessary activities for the lesson without providing metacognitive guidance support in the online environment. Before and after the research, all students were asked to fill in the "Metacognitive Awareness Inventory", "Computer Thinking Skill Levels Scale" and "Self-Efficacy Scale for Programming Skills for Secondary Education Students" and the necessary data were collected. ANCOVA analysis was used to determine whether there was a difference in scores between the Experimental and Control groups on the post-test scale results at the end of the experimental application. It was observed that there was an increase in the "Metacognitive Awareness Inventory" post-test scores of the experimental group students compared to the control group students, and the difference in the analysis was not significant. It was observed that there was no significant difference between the Experimental group and the Control group students in the "Computer Thinking Skill Levels Scale" post-test scores. When the "Programming Skills Self-Efficacy Scale for Secondary School Students" post-test scores of the Experimental and Control group students were compared, it was found that there was a significant difference in favor of the Experimental group students. Finally, 13 students in the experimental group who received metacognitive guidance support were given an application for problem-solving and programming skills with eye-tracking method. The application consists of two tasks that students will do. While Task1 includes the procedures for students to write the python program codes related to the problem situation given to them written on the screen, Task 2 includes the procedures for the students to find the 2 errors in the codes that are the solution to the problem situation given to them written on the screen. During the application, the eye movements of the students who performed the instructions of Task 1 and Task 2 were collected using the device called TobiiPCEye Mini and the Gaze Viewer software. 9 out of 13 students who participated in the study has successfully written the program that was asked to be written in Task 1 and ran it in an average of 3:48 minutes, the first mistake in Task 2 was found and corrected by 12 of 13 students, the second mistake was found by 9 students and it was observed that 6 of these students corrected this error.