Students’ Perceptions on Using a Dual Modality Programming Environment

Abstract

In this paper we investigate students’ outcomes regarding the use of a dual modality programming environment that combines both text mode and block mode in class. The survey targets students of the 3nd grade of Junior High School (Gymnasium) in Greece and attempts to answer research questions regarding their perceptions after a one year course using the programming environment Pencil Code. The analysis of the collected data clearly indicates that the vast majority of students have used both modes during their work. The students find the block mode easier than the text mode but prefer to modify or correct the code using the text mode. We also noticed significant correlations between the mode used and the students’ gender, their school grades and their future course choice. The findings of this study can be useful when redesigning new Informatics curricula for the secondary education.