Yin-Rong Zhang, Zhong-Mei Han, Tao He, Chang-Qin Huang, Fan Jiang, Gang Yang, Xue-Mei Wu
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One hundred twenty-one eighth-grade students participated in the study; they were randomly assigned into the experimental group with three-stage fade-out scaffolding (<i>N</i> = 62) and the control group with conventional scaffolding (<i>N</i> = 59). Then, this study adopted an analysis of covariance (ANCOVA), independent samples <i>t</i> test, and lag sequential analysis to analyse the data.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The results indicated that the programming achievement, self-efficacy, and programming behaviour patterns of the students in the experimental group outperformed those of the control group. Additionally, boy-dominated groups display more positive and active programming behaviour patterns than girl-dominated groups.</p>\n </section>\n \n <section>\n \n <h3> Implications</h3>\n \n <p>This study designs a three-stage fade-out scaffolding approach for collaborative programming and provides diverse empirical evidence, offering valuable suggestions for the design of programming instruction and the analysis of learning processes.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 2","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Customising a Three-Stage Fade-Out Scaffolding for Collaborative Programming Learning: Effects on Programming Achievement, Self-Efficacy and Programming Behaviour\",\"authors\":\"Yin-Rong Zhang, Zhong-Mei Han, Tao He, Chang-Qin Huang, Fan Jiang, Gang Yang, Xue-Mei Wu\",\"doi\":\"10.1111/jcal.70012\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Collaborative programming is important and challenging for K12 students. 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Customising a Three-Stage Fade-Out Scaffolding for Collaborative Programming Learning: Effects on Programming Achievement, Self-Efficacy and Programming Behaviour
Background
Collaborative programming is important and challenging for K12 students. Scaffolding is a vital method to support students' collaborative programming learning. However, conventional scaffolding that does not fade may lead students to become overly dependent, resulting in unsatisfactory programming performance.
Objectives
This study customises a three-stage fade-out scaffolding in collaborative programming to reduce scaffolding dependence and improve students' programming achievement, self-efficacy and programming behaviour.
Methods
A quasi-experimental study lasting 18 weeks was conducted at a middle school. One hundred twenty-one eighth-grade students participated in the study; they were randomly assigned into the experimental group with three-stage fade-out scaffolding (N = 62) and the control group with conventional scaffolding (N = 59). Then, this study adopted an analysis of covariance (ANCOVA), independent samples t test, and lag sequential analysis to analyse the data.
Results and Conclusions
The results indicated that the programming achievement, self-efficacy, and programming behaviour patterns of the students in the experimental group outperformed those of the control group. Additionally, boy-dominated groups display more positive and active programming behaviour patterns than girl-dominated groups.
Implications
This study designs a three-stage fade-out scaffolding approach for collaborative programming and provides diverse empirical evidence, offering valuable suggestions for the design of programming instruction and the analysis of learning processes.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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