Effects of annotations and homework on learning achievement: An empirical study of scratch programming pedagogy

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Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/106650

Title:	Effects of annotations and homework on learning achievement: An empirical study of scratch programming pedagogy
Authors:	楊鎮華;Su, Addison Y. S;Huang, Chester S. J;Yang, Stephen J. H;Ding, T. J;Hsieh, Y. Z
Contributors:	資訊電機學院資訊工程學系
Keywords:	Academic Achievement;Achievement Tests;Annotations;Cognition;Cognitive Development;Collaborative learning;Computer Uses in Education;Content Analysis;Correlation;Documentation;Education;Educational innovation;Elementary Education;Elementary School Students;Elementary Schools;Foreign Countries;Full Length Articles;Grade 6;Homework;Instructional Improvement;Learning;Management;Methods;Multiple Regression Analysis;Notetaking;Pedagogy;Predictor Variables;Problem Solving;Programming;Quasiexperimental Design;Questionnaires;Sprites;Staircases;Students;Studies;Taiwan;Teachers;Teaching Methods;Web Based Instruction
Date:	2015-01-01
Issue Date:	2026-04-23 13:34:48 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： In Taiwan elementary schools, Scratch programming has been taught for more than four years. Previous studies have shown that personal annotations is a useful learning method that improve learning performance. An annotation-based Scratch programming (ASP) system provides for the creation, share, and review of annotations and homework solutions in the interface of Scratch programming. In addition, we combine the ASP system with the problem solving-based teaching approach in Scratch programming pedagogy, which boosts cognition development and enhances learning achievements. This study is aimed at exploring the effects of annotations and homework on learning achievement. A quasi-experimental method was used with elementary school students in a Scratch programming course over a 4-month period. The experimental results revealed that students' thoughts and solutions in solving homework assignments have a significant influence on learning achievement. We further investigated that only making annotations in solving homework activities, among all other variables (the quantity of annotations, the quantity of one's own annotations reviewed, the quantity of peers' annotations reviewed, the quantity of one's own homework solutions reviewed, and the quantity of peers' homework solutions reviewed), can significantly predict learning achievements. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2015-10-01 出處： Educational Technology & Society, 2015-10, Vol.18 (4), p.331-343 資源來源： Chinese Electronic Periodical Services (CEPS) 版權： Copyright 2015 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2015 International Forum of Educational Technology & Society 版權： 2015. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201510_18(4).0025
Appears in Collections:	[Department of Computer Science and information Engineering] journal & Dissertation

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