Effects of Personal Construal Levels and Team Role Ambiguity on the Group Investigation of Junior High School Students’ Programming Ability

Huan-Ming Chuang and Chia-Cheng Lee
Additional contact information
Huan-Ming Chuang: Department of Information Management, National Yunlin University of Science and Technology, Yunlin 64002, Taiwan
Chia-Cheng Lee: Department of Information Management, National Yunlin University of Science and Technology, Yunlin 64002, Taiwan

Sustainability, 2021, vol. 13, issue 19, 1-12

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.

Keywords: programming ability; learning outcome; cooperative learning; group investigation; construal level theory; Arduino (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/13/19/10977/pdf (application/pdf)
https://www.mdpi.com/2071-1050/13/19/10977/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:19:p:10977-:d:649180

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().