Exploring the Effects of Student-Centered Project-Based Learning with Initiation on Students' Computing Skills

Abstract

This study investigated, via quasi-experiments, the effects of student-centered project-based learning with initiation (SPBL with Initiation) on the development of students' computing skills. In this study, 96 elementary school students were selected from four class sections taking a course titled “Digital Storytelling” and were assigned to the following four groups: SPBL with Initiation group (G1, n = 20), SPBL group (G2, n = 31), PBL group (G3, n = 24), and Traditional group (G4, n = 21). Students had to design digital materials for digital storytelling. The researchers collected both quantitative and qualitative data, including conducting interviews with students and using teachers' journals. Based on the analysis in this study, the effect of SPBL with Initiation on students' computing skills was significantly higher than for those without or with other treatments. This research provides an innovative design and illustration of SPBL with Initiation for teachers, educators, and schools that are keen to enhance students' computing skills.