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SCAFFOLDING THE LEARNING OF PROGRAMMING USING LEGO MINDSTORMS EV3

This study examined the effect of Lego Mindstorms EV3 on learners’ problem solving and computational thinking scales, and its impact on their motivation and interest in computer programming. An intervention using Lego Mindstorm EV3 is conducted on 10 first year students of Cognitive Science. Problem...

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Main Author: Tengku Farah Hanum Nor, Tengku Mohd Noor
Format: Final Year Project Report
Language:English
English
Published: Universiti Malaysia Sarawak (UNIMAS) 2020
Subjects:
H Social Sciences (General)
Online Access:http://ir.unimas.my/id/eprint/32952/1/Tengku%20Farah%20Hanum%20Nor%20-%2024%20pgs.pdf
http://ir.unimas.my/id/eprint/32952/4/Tengku%20Farah%20Hanum%20Nor.pdf
http://ir.unimas.my/id/eprint/32952/
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spelling my.unimas.ir.329522024-03-14T07:49:25Z http://ir.unimas.my/id/eprint/32952/ SCAFFOLDING THE LEARNING OF PROGRAMMING USING LEGO MINDSTORMS EV3 Tengku Farah Hanum Nor, Tengku Mohd Noor H Social Sciences (General) This study examined the effect of Lego Mindstorms EV3 on learners’ problem solving and computational thinking scales, and its impact on their motivation and interest in computer programming. An intervention using Lego Mindstorm EV3 is conducted on 10 first year students of Cognitive Science. Problem Solving Survey (PSS) and Computational Thinking Test was used to measure students’ pre and post-test scores. The pre and post-test scores was analyzed using paired sample T-test. To measure the impact of EV3 on the students’ motivation and interest, a focus group interview was conducted. It is found that there’s a significant increase between the pre and post test for both tests. For problem solving scores, there was a significant difference in the scores for pretest (M = 65.6, SD = 5.87) and posttest (M = 68.0, SD = 6.32); t(9) = -3.88, p = .004. For computational thinking scores, there was a significant difference in the scores for pretest (M = 66.2, SD = 7.63) and posttest (M = 70.0, SD = 9.15); t(9) = -4.13, p = .003. EV3 give positive impact on the learning experience. Before the intervention, majority of the participants had negative mindsets on programming, in general (Refer Table ). These mindsets affected their motivation and interest in learning, thus, making it hard for them to learn. However, we can see from both observations during the sessions and the responses from post-intervention interview, that the mindset and behavior of the students had changed positively (Refer Table). The participants enjoyed the learning process. Thus, we can say that motivation factor should not be undervalued in educational process. Motivated learners often achieve more than unmotivated learners (Chetty, 2015). Universiti Malaysia Sarawak (UNIMAS) 2020 Final Year Project Report NonPeerReviewed text en http://ir.unimas.my/id/eprint/32952/1/Tengku%20Farah%20Hanum%20Nor%20-%2024%20pgs.pdf text en http://ir.unimas.my/id/eprint/32952/4/Tengku%20Farah%20Hanum%20Nor.pdf Tengku Farah Hanum Nor, Tengku Mohd Noor (2020) SCAFFOLDING THE LEARNING OF PROGRAMMING USING LEGO MINDSTORMS EV3. [Final Year Project Report] (Unpublished)
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
English
topic H Social Sciences (General)
spellingShingle H Social Sciences (General)
Tengku Farah Hanum Nor, Tengku Mohd Noor
SCAFFOLDING THE LEARNING OF PROGRAMMING USING LEGO MINDSTORMS EV3
description This study examined the effect of Lego Mindstorms EV3 on learners’ problem solving and computational thinking scales, and its impact on their motivation and interest in computer programming. An intervention using Lego Mindstorm EV3 is conducted on 10 first year students of Cognitive Science. Problem Solving Survey (PSS) and Computational Thinking Test was used to measure students’ pre and post-test scores. The pre and post-test scores was analyzed using paired sample T-test. To measure the impact of EV3 on the students’ motivation and interest, a focus group interview was conducted. It is found that there’s a significant increase between the pre and post test for both tests. For problem solving scores, there was a significant difference in the scores for pretest (M = 65.6, SD = 5.87) and posttest (M = 68.0, SD = 6.32); t(9) = -3.88, p = .004. For computational thinking scores, there was a significant difference in the scores for pretest (M = 66.2, SD = 7.63) and posttest (M = 70.0, SD = 9.15); t(9) = -4.13, p = .003. EV3 give positive impact on the learning experience. Before the intervention, majority of the participants had negative mindsets on programming, in general (Refer Table ). These mindsets affected their motivation and interest in learning, thus, making it hard for them to learn. However, we can see from both observations during the sessions and the responses from post-intervention interview, that the mindset and behavior of the students had changed positively (Refer Table). The participants enjoyed the learning process. Thus, we can say that motivation factor should not be undervalued in educational process. Motivated learners often achieve more than unmotivated learners (Chetty, 2015).
format Final Year Project Report
author Tengku Farah Hanum Nor, Tengku Mohd Noor
author_facet Tengku Farah Hanum Nor, Tengku Mohd Noor
author_sort Tengku Farah Hanum Nor, Tengku Mohd Noor
title SCAFFOLDING THE LEARNING OF PROGRAMMING USING LEGO MINDSTORMS EV3
title_short SCAFFOLDING THE LEARNING OF PROGRAMMING USING LEGO MINDSTORMS EV3
title_full SCAFFOLDING THE LEARNING OF PROGRAMMING USING LEGO MINDSTORMS EV3
title_fullStr SCAFFOLDING THE LEARNING OF PROGRAMMING USING LEGO MINDSTORMS EV3
title_full_unstemmed SCAFFOLDING THE LEARNING OF PROGRAMMING USING LEGO MINDSTORMS EV3
title_sort scaffolding the learning of programming using lego mindstorms ev3
publisher Universiti Malaysia Sarawak (UNIMAS)
publishDate 2020
url http://ir.unimas.my/id/eprint/32952/1/Tengku%20Farah%20Hanum%20Nor%20-%2024%20pgs.pdf
http://ir.unimas.my/id/eprint/32952/4/Tengku%20Farah%20Hanum%20Nor.pdf
http://ir.unimas.my/id/eprint/32952/
_version_ 1794644123207073792
score 13.211869

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