Self-initiated programming activity as a factor in developing students’ skills in school education: Preliminary research findings
Abstract
Research objectives (aims) and problem(s): The study aims to examine the impact of secondary school students’ programming activity on the development of specific skills in various areas of school education. It also seeks to identify factors that influence students’ engagement in programming and the motivations behind their participation.
Research methods: The research was conducted in 2023 among 835 Polish students aged 15 to 19. A combination of quantitative methods was used, including frequency analysis with tabular summaries, measures of central tendency and dispersion, and statistical tests for group comparisons.
Process of argumentation: The study explores variations in students’ programming engagement across different types of schools. It analyzes how participation in programming activities correlates with skill development and academic performance. Additionally, the research investigates factors that discourage students from programming and their specific areas of interest within the field.
Research findings and their impact on the development of educational sciences: The results show significant differences in students’ engagement in programming activities. The primary motivations for participating in programming include skill development and academic success. The findings highlight the role of programming education in building digital competencies and confirm its relevance in contemporary education.
Conclusions and/or recommendations: The study underscores the importance of integrating programming into school curricula to support students’ skill development. It also calls for further research on barriers to programming engagement and strategies to strengthen students’ interest in this area.
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