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Meta-analysis of the programming learning effectiveness depending on the teaching and learning method
Journal of The Korea Society of Computer and Information
Abbr :
JKSCI
2017, 22(11), pp.125-133
DOI :https://doi.org/10.9708/jksci.2017.22.11.125
Publisher : The Korean Society Of Computer And Information
Research Area : Computer Science
2017, 22(11), pp.125-133
DOI :https://doi.org/10.9708/jksci.2017.22.11.125
Publisher : The Korean Society Of Computer And Information
Research Area : Computer Science
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Recently, as the programming education has become essential in school, discussion of how to teach programming has been important. This study performed a meta-analysis of the effect size depending on the teaching and learning method for the programming education. 78 research data selected from 45 papers were analyzed from cognitive and affective aspects according to dependent variables. The analysis from the cognitive aspect showed that there was no statistically significant difference in the effect size depending on whether or not the teaching and learning method was specified in the research paper. Meta-analysis of the research data where the teaching and learning method was designated displayed significances in CPS, PBL and Storytelling. Unlike the cognitive aspect, the analysis from the affective aspect showed that the effect size of the research data without the specified teaching and learning method was larger than those with specified teaching and learning method with a statistical significance. Meta-analysis of the data according to the teaching and learning method displayed no statistical significance. Based upon these research results, this study suggested implications for the effective programming education.
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