Model Construction And Empirical Study On Secondary School Students’ Willingness To Continue Learning In Programming Courses

In recent years,computer programming has been paid more and more attention in the world,even in some countries it is regarded as a basic skill.Learning computer programming can improve students’ cognitive skills,including creativity,reasoning,and math skills,with some cognitive benefits for other areas.Programming can teach students how to think.Education systems around the world are encouraging secondary school students and even kindergarten students to participate in programming learning.Programming learning has become a popular activity.However,secondary school students are prone to the“acceptance-discontinuance anomaly” in the programming learning process,with the majority of students initially accepting programming learning.As the course progresses,some students tend to give up.This phenomenon is more common in competition courses,where students’ willingness to continue learning is generally low.Therefore,how to identify the key factors of students’ programming continuance learning intention through statistical means,and then explore strategies or suggestions to enhance their willingness to continue learning in programming.This is of great significance to improve the existing programming learning situation.First of all,this thesis used the scientific citation analysis Cite Space software to analyze the number of publications,keyword time zone and burst analysis of domestic and foreign literature related to programming education and continuous learning willingness,so as to analyze the research status of previous programming learning willingness.Secondly,this thesis combined literature analysis,based on the Unified Theory of Acceptance and Use of Technology(UTAUT)and the Expectation-confirmation Model(ECM),and introduced self-efficacy theory as a supplement.This thesis proposed a comprehensive model of influencing factors of middle school students’ willingness to continue learning programming courses.The model contained 8 dimensions and 16 hypotheses.Finally,this thesis focused on four problems:(1)To what extent can the proposed comprehensive model explain students’ willingness to continue learning programming courses?(2)Is the additional structure ‘programming self-efficacy’ significant in explaining the willingness to continue learning?(3)What are the specific effects of programming self-efficacy,performance expectancy,effort expectancy,social influence,facilitating conditions,satisfaction and confirmation on continuous learning intention? What factors play a leading role?(4)Are there significant differences in each dimension among students of different genders,grades and programming years?In order to solve the above problems,this thesis took junior and senior high school students in Longquanyi District of Chengdu as the research object.Then,on the basis of the mature scale and combined with the characteristics of students’ programming practical learning,we designed the factors of students’ willingness to continue learning in programming courses scale.In this thesis,through questionnaire test and project analysis,some untitled items were eliminated,and a formal scale containing 42 measurement items was formed.A total of 1002 valid questionnaires were collected from the formal scale,and SPSS26.0 was used to describe the sample data,normality,reliability and validity,and common method bias test.On the basis of the tests all passing,AMOS23.0 software was used to establish the measurement model and structural model of middle school students’ willingness to continue learning in programming courses,so as to verify whether the hypothesis relationship on the path of each influencing factor was established.The structural model fitness test showed that 12 indicators related to absolute,value-added and parsimony fitness indexes such as IFI,TLI and RMSEA were all up to standard,and the model was acceptable.The results of the empirical analysis revealed that students’ willingness to continue learning programming courses depended mainly on five exogenous variables such as satisfaction,performance expectations,self-efficacy,facilitating conditions,and social influence.They explained 75.6% of students’ willingness to continue learning programming,with a high strength of model explanation.Satisfaction,programming self-efficacy,and social influence had the greatest direct effect on willingness to continue learning,with path values of 0.354,0.3228,and 0.205,respectively.The magnitude of factors influencing the total effect value of willingness to continue learning was ranked as follows: Social Influence > Facilitating Conditions > Self-efficacy > Satisfaction > Performance Expectation > Confirmation > Effort Expectation.Confirmation and effort expectation had an indirect effect on willingness to continue learning through performance expectation and satisfaction.Effort expectancy had a direct positive effect on performance expectancy,and self-efficacy has a significant effect on it.Self-efficacy had a direct positive effect on willingness to continue learning,and facilitating conditions had a significant effect on it.Social influence had a significant positive effect on facilitating conditions and it was the most important factor influencing willingness to continue learning.Gender outperformed male students in all dimensions except for the programming course satisfaction dimension,where there was no difference in performance.In terms of school level,middle school students performed better than high school students in all dimensions.In terms of years of programming study,students with more than 2 years of study outperformed students with less than 2 years of study,and each dimension was more influential for students with longer years of programming study.To enhance students’ willingness to continue learning in programming classes,this thesis combines the interview records of students’ programming learning status and the conclusions obtained in the previous paper to propose four suggestions.Firstly,focus on the knowledge base and set tasks in a hierarchical manner.Secondly,make good use of teaching tools and precise tutoring to improve.Thirdly,establish an incentive mechanism to stimulate learning interest.Fourthly,pay attention to student differences and enhance willingness to learn.This thesis provided a theoretical and empirical reference for stakeholders such as schools,teachers,and educational institutions to understand students’ programming situation and thus further develop and implement relevant strategies.