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A Design and Evaluation of Learning Motivation Strategy Based on Pair Programming: Focused on the Specialized High School

  • Journal of Knowledge Information Technology and Systems
  • Abbr : JKITS
  • 2018, 13(6), pp.687-694
  • DOI : 10.34163/jkits.2018.13.6.005
  • Publisher : Korea Knowledge Information Technology Society
  • Research Area : Interdisciplinary Studies > Interdisciplinary Research
  • Published : December 31, 2018

Hyang-Yeon Joung 1,  Nam Young Ho 2

1경남정보고등학교
2경상대학교

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ABSTRACT

The learning motivation is the most basic factor for learning. The instructor should design the teaching and learning courses to motivate learners for successful teaching and learning. Most students at specialized high schools find it difficult to learn or give up in advance because of lack of basic learning qualities. The teaching and learning strategies for these students should focus on improving the attractiveness rather than improving efficiency and effectiveness of teaching and learning. The attractiveness of learning is closely related to the motivation of learning. Many studies have shown that teaching and learning methods applied with learning motivation models improve learners' academic performance. However, some studies have shown that although teaching and learning methods applied with this model has significant effects on improving academic performance in cognitive learning areas, it does not have a significant effects on enhancing academic performance in functional learning areas. In addition, many studies have shown that pair programming has a significant effect on improving learners' academic performance. These results are analyzed to have a positive effect on improving the programming ability through communication and feedback with the partner, as learning enjoyment continues and self-efficacy increases. In this study, we designed and evaluated a strategy for inducing learning motivation for Web programming classes at specialized high school in the commercial and information affiliation. The results of the study have shown that the learning-motivation strategy creates learning interests and self-learning desires by learners. However, this strategy was analyzed to fail to induce learners’ awareness of purpose and constant desire to learn.

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