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Self-efficacy, or the belief in one's ability to accomplish a task or achieve a goal, can significantly influence the effectiveness of various instructional methods to induce learning gains. The importance of self-efficacy is particularly pronounced in complex subjects like Computer Science, where students with high self-efficacy are more likely to feel confident in their ability to learn and succeed. Conversely, those with low self-efficacy may become discouraged and consider abandoning the field. The work presented here examines the relationship between self-efficacy and students learning computer programming concepts. For this purpose, we conducted a randomized control trial experiment with university-level students who were randomly assigned into two groups: a control group where participants read Java programs accompanied by explanatory texts (a passive strategy) and an experimental group where participants self-explain while interacting through dialogue with an intelligent
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When is Reading More Effective than Tutoring? An Analysis Through the Lens of Students' Self-Efficacy among Novices in Computer Science
Self-efficacy, or the belief in one's ability to accomplish a task or achieve a goal, can significantly influence the effectiveness of various instructional methods to induce learning gains. The importance of self-efficacy is particularly pronounced in complex subjects like Computer Science, where students with high self-efficacy are more likely to feel confident in their ability to learn and succeed. Conversely, those with low self-efficacy may become discouraged and consider abandoning the field. The work presented here examines the relationship between self-efficacy and students learning computer programming concepts. For this purpose, we conducted a randomized control trial experiment with university-level students who were randomly assigned into two groups: a control group where participants read Java programs accompanied by explanatory texts (a passive strategy) and an experimental group where participants self-explain while interacting through dialogue with an intelligent tutoring system (an interactive strategy). We report here the findings of this experiment with a focus on self-efficacy, its relation to student learning gains (to evaluate the effectiveness, we measure pre/post-test), and other important factors such as prior knowledge or experimental condition/instructional strategies as well as interaction effects
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- Award ID(s):
- 1822752
- PAR ID:
- 10483036
- Publisher / Repository:
- Zenodo
- Date Published:
- Journal Name:
- Proceedings of 7th Educational Data Mining in Computer Science Education (CSEDM) Workshop at LAK 2023
- Subject(s) / Keyword(s):
- self-explanations e-learning
- Format(s):
- Medium: X
- Location:
- Arlington, TX
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.5281/zenodo.7761603
