Finnish teachers’ and students’ programming motivation and their role in teaching and learning computational thinking
Fagerlund, J., Leino, K., Kiuru, N., & Niilo-Rämä, M. (2022). Finnish teachers’ and students’ programming motivation and their role in teaching and learning computational thinking. Frontiers in Education, 7, Article 948783. https://doi.org/10.3389/feduc.2022.948783
Published inFrontiers in Education
DisciplineKoulutuksen tutkimuslaitosPsykologiaKasvatustiedeFinnish Institute for Educational ResearchPsychologyEducation
© 2022 Fagerlund, Leino, Kiuru and Niilo-Rämä
Introduction: Despite the growing importance of teaching and learning computational thinking (CT) through programming in schools, research has shown major individual differences in teachers’ instruction emphasis and students’ skills in these topics. Objective: This study aims to shed further light on the role that teachers’ and students’ programming motivation plays in CT. Methods: The topic is approached from the viewpoint of the self-determination theory, which can help to understand teachers’ instruction and students’ learning. Our sample consisted of Finnish Grade 8 teachers (N = 1,853) and students (N = 2,546) who participated in the International Computer and Information Literacy Study (ICILS) in 2018. Focusing on teachers’ CT instruction emphasis, students’ CT test scores, and the Intrinsic Motivation Inventory, we investigate (1) distributions of teachers’ and students’ responses to intrinsic and extrinsic programming motivation questions, (2) associations between teachers’ and students’ programming motivation and their background factors, and (3) associations between programming motivation and teachers’ CT instruction emphasis and students’ CT test scores. The data was analyzed by examining descriptive statistics, computing mean differences and correlation coefficients and by performing (multiple) linear regression models. Results: The results showed that teachers had high extrinsic programming motivation, but the extent of their intrinsic programming motivation varied widely based on their prior programming teaching experience, subject taught, and gender. Students, in turn, reported both high intrinsic and extrinsic motivation toward programming, but boys were generally more motivated for programming than girls. High programming motivation was moderately related to teachers’ higher CT instruction emphasis and students’ higher CT test scores. Conclusion: The findings give a strong incentive to pay attention to increasing especially girls’ programming motivation and providing teachers with positive CT experiences relevant to their subject and with a particular objective to increase intrinsic motivation especially among teachers who lack prior programming teaching experience and interest in the topic. ...
PublisherFrontiers Media SA
Publication in research information system
MetadataShow full item record
Additional information about fundingThis article was funded by the University of Jyväskylä, in particular, Finnish Institute for Educational Research, which acted as national research center in ICILS 2018, and the Department of Psychology.
Showing items with similar title or keywords.
Web-Based International Learning in a Finnish Teacher Education Program : Building Students’ International Competence Maunula, Minna; Harju-Luukkainen, Heidi; Maunumäki, Minna; Perkkilä, Päivi; Korkeaniemi, Essi (Springer Nature Singapore, 2023)Web-based teaching and learning are increasing in popularity across the globe. Web-based studying and learning are both possibilities and challenges for adult students, and they require a special focus in both planning and ...
Fagerlund, Janne; Häkkinen, Päivi; Vesisenaho, Mikko; Viiri, Jouni (John Wiley & Sons, 2021)Computer programming is being introduced in educational curricula, even at the primary school level. One goal of this implementation is to teach computational thinking (CT), which is potentially applicable in various ...
Leino, Kaisa (Jyväskylän yliopisto, 2018)
Fourth grade students’ computational thinking in pair programming with scratch : A holistic case analysis Fagerlund, Janne; Vesisenaho, Mikko; Häkkinen, Päivi (Elsevier, 2022)This article explores a new but expanding research topic: primary school students’ computational thinking (CT) in the context of programming in pairs. The data comprises four fourth-grade student dyads using Scratch, a ...
Teachers and upper secondary school students' views on the role of teacher feedback in motivating Finnish EFL students to improve their written skills Vornanen, Katariina (2021)Opettajapalaute on merkittävä osa niin opettajien työtä kuin oppilaiden oppimisprosessia. Samalla tavalla myös oppilaiden motivaatio voi olla merkittävä tekijä oppimisen edistymisessä. Tässä tutkimuksessa kartoitetaan ...