探討心智圖融入程式設計和性別對國中生程式學習成效、程式自我效能與運算思維傾向之影響

Abstract

從過去的研究中揭示，程式設計對於學生來說是一門難以理解和學習的學科，並且有些研究指出學生在學習程式時，具有性別的差異，然而亦有研究發現性別在程式學習上不具有差異，因此性別是否具有程式學習上的差異目前暫無定論。而心智圖是一種工具，能夠幫助學習者紀錄思考時的發散思維，故本研究探討心智圖融入程式設計以及性別差異，對於國中八年級學生的運算思維傾向與程式自我效能之效果。本研究為準實驗研究，研究對象為臺灣北部之國中八年級學生，有效樣本為95人，實驗組學生使用心智圖融入程式設計，共49人，課程共9週；對照組則無心智圖，共46人，課程共8週。男學生為 51 人，女學生為44 人。本研究研究工具包括程式能力學習成效測驗、作品評分、程式自我效能問卷與運算思維傾向問卷。統計分析方法將學生後測結果減去前測資料，以獲得此上課區間之增益，並將資料進行組別與性別之獨立樣本t檢定以及二因子變異數分析進行檢測。結果顯示，實驗組與對照組之程式學習成效並無發現差異；而實驗組在程式自我效能子構面的「簡單任務」顯著高於對照組；實驗組在運算思維傾向的「演算思維」顯著優於對照組。不同性別在程式學習成效並無發現差異；男學生的程式自我效顯著高於女學生，其中在子構面邏輯、獨立、合作、鷹架、自我調節上皆顯示男學生顯著高於女學生；而在運算思維傾向則發現女學生在課程前後比較，在總量以及「抽象化」、「最佳化」顯著退步。而進一步通過二因子變異數分析，了解不同性別在實驗組與對照組之增益差異，結果在程式自我效能總量與「鷹架」，實驗組與對照組與性別之間具有交互作用，在實驗組中不同性別的增益差異小於對照組。本研究與過去研究進行比較，並針對未來不同性別之程式教學進行建議。Previous research has shown that programming is a challenging subject for students to comprehend and learn. Some studies have shown that there are gender differences in students' learning programming, while others do not. Hence, there is no consensus yet on whether gender plays a role in learning programming. A mind map is a tool that assists learners in documenting their divergent thinking during contemplation. This study explored the effects of integrating mind mapping into programming and the associated gender differences on computational thinking disposition and programming self-efficacy. The study employed a quasi-experimental design, with 95 eighth-grade studentsfrom northern Taiwan. The experimental group, comprising 49 students, incorporated mind mapping into their programming curriculum for nine weeks. In contrast, the control group, consisting of 46 students, underwent an eight-week curriculum without mind mapping. All of the participants, 51 were male and 44 were female. Data collection included programming tests, final project scores, programming self-efficacy, and computational thinking disposition. The statistical analysis method employed involves the subtraction of pre-test data from post-test results, yielding the magnitude of progress achieved throughout the course. Subsequently, independent sample t-tests and two-way ANOVA were used to analyze this data to explore distinctions in both group membership and gender attributes. The results indicated no significant difference in programming learning outcomes between the experimental and control groups. However, the experimental group scored significantly higher in the"simple tasks" subscale in programming self-efficacy and outperformed the control group in the "algorithmic thinking" aspect of computational thinking. No significant difference in programming learning outcomes was found between genders. Male students had significantly higher self-efficacy in programming than female students, especially in the "logic", "independence", "collaboration", "scaffolding", and "self-regulation". In terms of computational thinking disposition, female students demonstrated a significant decline at the end of the course, particularly in the"abstraction" and " evaluation " aspects. Further two-way ANOVA revealed interaction effects between gender and group type (experimental vs. control) on overall programming self-efficacy and "scaffolding." The difference in learning gains between genders within the experimental group was smaller than that in the control group. This study compared with previous research and provided suggestions for future programming teaching for different genders.