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Effects of the Interaction between Metacognition Teaching and Students' Learning Achievement on Students' Computational Thinking, Critical Thinking, and Metacognition in Collaborative Programming Learning

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Title: Effects of the Interaction between Metacognition Teaching and Students' Learning Achievement on Students' Computational Thinking, Critical Thinking, and Metacognition in Collaborative Programming Learning
Language: English
Authors: Li, Wei (ORCID 0000-0002-4599-6433), Liu, Cheng-Ye (ORCID 0000-0003-0732-0288), Tseng, Judy C. R. (ORCID 0000-0002-3579-917X)
Source: Education and Information Technologies. Oct 2023 28(10):12919-12943.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Correlation, Metacognition, Thinking Skills, Programming, Computer Science Education, Learning Activities, Cooperative Learning, Middle School Students, Critical Thinking, Teaching Methods, Instructional Effectiveness, Learning Processes
DOI: 10.1007/s10639-023-11671-2
ISSN: 1360-2357
1573-7608
Abstract: Collaborative programming can develop computational thinking and knowledge of computational programming. However, the researchers pointed out that because students often fail to mobilize metacognition to regulate and control their cognitive activities in a cooperation, this results in poor learning effects. Especially low-achieving students need more metacognitive support. Therefore, this study proposed a metacognition-based collaborative programming approach (M-CPA) to improve students' performance in collaborative programming. To evaluate the effectiveness of the method for students with different levels of learning achievement, a 7-week experiment was conducted. A total of 222 middle school students were divided into the experimental group with the M-CPA learning and the control group with the conventional collaborative programming approach (C-CPA). The results showed that learning methods and learning achievement had interactive effects on computational thinking tendency, critical thinking tendency, and metacognition tendency. M-CPA could significantly improve students' computational thinking tendency, critical thinking tendency, and metacognition tendency. Moreover, the proposed approach is more effective for low-achieving students. The results also showed that M-CPA could improve the students' achievement in program analysis questions.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1394500
Database: ERIC
FullText Text:
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  Data: Effects of the Interaction between Metacognition Teaching and Students' Learning Achievement on Students' Computational Thinking, Critical Thinking, and Metacognition in Collaborative Programming Learning
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  Data: <searchLink fieldCode="AR" term="%22Li%2C+Wei%22">Li, Wei</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4599-6433">0000-0002-4599-6433</externalLink>)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Cheng-Ye%22">Liu, Cheng-Ye</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0732-0288">0000-0003-0732-0288</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tseng%2C+Judy+C%2E+R%2E%22">Tseng, Judy C. R.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3579-917X">0000-0002-3579-917X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. Oct 2023 28(10):12919-12943.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 25
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  Data: 10.1007/s10639-023-11671-2
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  Data: Collaborative programming can develop computational thinking and knowledge of computational programming. However, the researchers pointed out that because students often fail to mobilize metacognition to regulate and control their cognitive activities in a cooperation, this results in poor learning effects. Especially low-achieving students need more metacognitive support. Therefore, this study proposed a metacognition-based collaborative programming approach (M-CPA) to improve students' performance in collaborative programming. To evaluate the effectiveness of the method for students with different levels of learning achievement, a 7-week experiment was conducted. A total of 222 middle school students were divided into the experimental group with the M-CPA learning and the control group with the conventional collaborative programming approach (C-CPA). The results showed that learning methods and learning achievement had interactive effects on computational thinking tendency, critical thinking tendency, and metacognition tendency. M-CPA could significantly improve students' computational thinking tendency, critical thinking tendency, and metacognition tendency. Moreover, the proposed approach is more effective for low-achieving students. The results also showed that M-CPA could improve the students' achievement in program analysis questions.
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