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Investigating the discrepancy between students' self-efficacy and their performance regarding computational thinking
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DOI：10.1080/08993408.2024.2403970.png)
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Abstract
En 中文
Background and contextThere were few studies indicating if students' computational thinking (CT) self-efficacy and their CT performance were aligned with each other.ObjectivesThe study was to investigate if there was a discrepancy between students' CT self-efficacy and their CT performance.MethodInvolving 104 non-CS undergraduate students as participants, this study employed descriptive statistics, one-sample tests, and prediction modules to perceive if a discrepancy existed.FindingsThe findings revealed that students' CT self-efficacy and their performance on understanding CT showed an opposite pattern and failed to meet instructors' expectations. Moreover, students' CT self-efficacy did not significantly predict their CT performance on application or understanding.ImplicationsThe detected discrepancy suggests that students' CT understanding needs to be improved . A variety of approaches should be employed to evaluate their CT self-efficacy. CT self-efficacy surveys need to be refined to enhance the validity of CT self-efficacy measurement.
Keywords:
Computational thinking
discrepancy
self-efficacy
programming
higher education
scratch
Journal
C
IF:
2.2
Papers:
207
Citations:
1.1K
