Abstract
Concerns regarding the high demand for skilled personnel in the science, technology, engineering, and mathematics (STEM) fields underline the importance of developing advanced information technology (IT) and programming skills among job candidates. In the past 10 years, computer programming has regained considerable attention because of rapid developments in computer programming technology. Advocates claim that computer programming cultivates other skills, including problem solving, logical thinking, and creativity. Education systems worldwide are developing courses to instruct students in programming and computational thinking. Although the importance of computer programming has been widely recognized, the systematic evaluation of the effectiveness of teaching methods and conditions that promote the learning of programming knowledge and skills has received little scholarly attention. This study thus investigated the moderating roles of learners’ construal levels and their team role ambiguity in the context of group investigation in junior high school programing courses. In this study, junior high school students were divided into pairs to develop Arduino projects. Students applied programming abilities to complete a task involving the use of Arduino boards to simulate the operation of traffic lights. Major research findings indicate that construal levels play a significant role in moderating the relationship between programming ability and learning outcome; however, role ambiguity does not significantly affect this relationship. Theoretical implications are discussed, and managerial implications are suggested.
Highlights
Concerns regarding the high demand for workers in the science, technology, engineering, and mathematics (STEM) fields have emphasized the relationships between STEM skills and career trajectories [1]
This study aimed to investigate the relationships between personal characteristics, personal skills, and group dynamics on the programming learning performance in the context of junior high school students’ learning performance on their science and technology courses
Computer programming has been re-emphasized in curriculum planning in the past decade, creating changes in learning program designs and in a renewed decade, creating changes in learning program designs and in a renewed commitment to prepare students for the future
Summary
Concerns regarding the high demand for workers in the science, technology, engineering, and mathematics (STEM) fields have emphasized the relationships between STEM skills and career trajectories [1]. Recent research estimated that the demand for advanced IT and programming skills will rapidly increase by as much as. Since today’s middle school students will begin their careers in the 2030s, and people with programming abilities will undoubtedly be an in-demand minority [3], it is essential to cultivate and enhance their programming abilities now. Education systems globally are developing courses to instruct students in programming and related skills [6].
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