The Effect of Programming Instruction on Self-Regulation Strategies and Motivational Beliefs of Secondary School Students

The aim of this study is to determine whether secondary school students' self-regulation, cognitive strategy use , intrinsic value, test anxiety and self-efficacy levels are affected by computer programming instruction. The study group consisted of 130 students from two secondary schools affiliated to the Ministry of National Education. Students have not studied computer programming before. In order to collect data in the study, Motivated Strategies for Learning Questionnaire developed by Pintrich and De Groot (1990) and conducted by the linguistic equivalence study üredi (2005) was used. The scale has 5 sub-dimensions: self-regulation, cognitive strategy use , intrinsic value, test anxiety and self-efficacy. In the research, one group pre-test and post-test design was used. The Motivated Strategies for Learning Questionnaire was applied to the students before and after the teaching of the Problem Solving, Programming and Original Product Development unit of the 16-week planned IT and Software course. The data obtained were transferred to digital media. Posttest-pretest difference analysis of the scores obtained from all sub-dimensions of the scale before and after the teaching practice were conducted. Dependent samples t test and Wilcoxon signed rank test were used in the analyzes. It was determined that there was no significant difference between the posttest-pre-test scores of all sub-dimensions of the scale. Based on these findings, it has been observed that teaching programming does not make any difference on self-regulating learning skills, cognitive strategy use and self-efficacy, intrinsic value and test anxiety in secondary school students