Page 109 [109]
OCR
108 10 PROMOTING ALGORITHMIC/COMPUTATIONAL THINKING... their performance results only after the white- and black-box tasks. Thanks to the “doing phases” of the learning process, H-students’ sensations that they grasped the logic of the strategy were followed by real increases in their understanding. 8 SE 8 8 8 —*— group-Ha 2 + group-Sa Average scores (Likert Scale) N ; 8 1.00 q3/5 94/5 95/6 96/5 q7/5 The corresponding items from the questionnaires Source: Kátai, 2020 Figure 10.5. Estimated understanding Figure 10.6 shows the groups’ scores referring to the statements “I am afraid/ consider that what this e-learning session implies is beyond me.” (q2/10, q5/15, q6/15, q7/12) and “I did not realize what was going on.” (q3/4, q4/3). Both groups reported relatively low-level feelings of anxiety, and a strong correlation can be observed between their responses (r = 0.86 > 0.70). Although H-students’ scores were significantly superior to those of their S-colleagues (MANOVA, p = 0.0056), the size of the differences diminished as the two groups advanced during the learning process. These graphics also reveal that both groups overestimated their level of understanding after the “seeing phases” and emphasize the outstanding importance of the “doing phases” in such learning topics. We also observed strong correlations between students’ responses to the statements (q5/15, q6/15, q7/12) and the number of errors they made during the “doing phases” (group-Ha, r = 0.99 > 0.87; group-Sa, r = 0.98 > 0.87) (see Figure 10.1). After students had watched the danced algorithms, both groups understood more clearly what a sorting strategy means. The moderate challenge students perceived starting from this point (Figure 10.7; q3/6: “This e-learning session seems to be a challenging one.”; q4/10: “Reconstructing the same operation sequence does not seem to be a complicated task.”; q5/14: “Orchestrating this strategy on random input sequences will be a challenging task.”; q6/14: “Since I grasped the logic of the strategy, it is not a problem for me to orchestrate it on hidden sequences.”) explains their high global impression scores regarding the motivational contribution of the challenge factor (q9/3). Although the challenge perceived by group-Ha was superior to group-Sa, the difference between them was not significant (MANOVA, p = 0.2).
