Precision education via timely intervention in K-12 computer programming course to enhance programming skill and affective-domain learning objectives

International Journal of STEM Education

Research

Chia-Ju Lin¹  Hsin-Yu Lee¹  Yueh-Min Huang¹  Wei-Cyun Chang¹  Wei-Sheng Wang¹ 

[1] Department of Engineering Science, National Cheng Kung University, No. 1, University Road, 701, Tainan, Taiwan, ROC;

关键词: STEM education;    Precision education;    Affective domain;    K-12 computer programming;   

DOI  :  10.1186/s40594-023-00444-5

 received in 2022-12-18, accepted in 2023-07-24,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundIn the realm of Science, Technology, Engineering, and Mathematic (STEM) education, computer programming stands as a vital discipline, amalgamating cross-disciplinary knowledge and fostering the capacity to solve real-world problems via fundamental concepts and logical methodologies inherent to computer science. Recognizing the important of computer programming, numerous countries have mandated it as a compulsory course to augment the competitiveness of K-12 learners. Nevertheless, the inherent complexity of computer programming for K-12 learners often goes unacknowledged. Constraints imposed by the course format, coupled with a low instructor–learner ratio, frequently inhibit learners’ ability to resolve course-related issues promptly, thereby creating difficulties in the affective domain. While precision education tools do exist to ascertain learners’ needs, they are largely research-oriented, thereby constraining their suitability for deployment in pragmatic educational settings. Addressing this issue, our study introduces the precision education-based timely intervention system (PETIS), an innovative tool conceived to enhance both programming skills and affective learning in K-12 learners. Our research investigates the influence of PETIS on learners’ performance and evaluate its efficacy in facilitating computer programming education in K-12 environments.ResultsQuantitative results demonstrate that the application of the precision education-based timely intervention system (PETIS) proposed by this research significantly improves programming skills and affective-domain learning objectives for K-12 learners. Similarly, qualitative results indicate that PETIS is beneficial for both teaching and learning in K-12 computer programming courses.ConclusionsThese results not only confirm that timely intervention and feedback improve K-12 learners’ programming skills and affective-domain learning objectives in computer programming courses, but also yield implications as to the feasibility of applying precision education in real-world STEM scenarios.

【 授权许可】

CC BY   
© Springer Nature Switzerland AG 2023

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