This study aims to examine the effect of authentic tasks in group programming education on the problem-solving skills of secondary school 5th-grade students. A weak experimental single-group pretest-posttest model was applied to gather data. The study participants consisted of 56 5th grade students, 25 girls, and 31 boys, studying in a private secondary school in the 2018-2019 academic year. The "problem-solving skill scale" was applied as a pre-test and post-test to define the participants' problem-solving skills. There is no statistically significant difference in students' problem-solving skills (p = 0.657) according to related (dependent) samples t-test results. The effect size results (d = 0.06) indicate that authentic tasks in group programming education moderately impact participants' problem-solving skills. There is also no statistically significant difference by gender (p = 0.212) on students' problem-solving skills. The effect size results (d = 0.09) show that authentic tasks in group programming education have a high effect on participants' problem-solving skills by gender.
Ozenoglu, Y. E., & Baltaci, S. (2021). The effect of authentic task-oriented applications on problem-solving skills in robotic programming teaching. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–11). USF M3 Publishing. https://www.doi.org/10.5038/9781955833042
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