Customising a Three‐Stage Fade‐Out Scaffolding for Collaborative Programming Learning: Effects on Programming Achievement, Self‐Efficacy and Programming Behaviour

Abstract

Background

Collaborative programming is important and challenging for K12 students. Scaffolding is a vital method to support students' collaborative programming learning. However, conventional scaffolding that does not fade may lead students to become overly dependent, resulting in unsatisfactory programming performance.

Objectives

This study customises a three‐stage fade‐out scaffolding in collaborative programming to reduce scaffolding dependence and improve students' programming achievement, self‐efficacy and programming behaviour.

Methods

A quasi‐experimental study lasting 18 weeks was conducted at a middle school. One hundred twenty‐one eighth‐grade students participated in the study; they were randomly assigned into the experimental group with three‐stage fade‐out scaffolding (N = 62) and the control group with conventional scaffolding (N = 59). Then, this study adopted an analysis of covariance (ANCOVA), independent samples t test, and lag sequential analysis to analyse the data.

Results and Conclusions

The results indicated that the programming achievement, self‐efficacy, and programming behaviour patterns of the students in the experimental group outperformed those of the control group. Additionally, boy‐dominated groups display more positive and active programming behaviour patterns than girl‐dominated groups.

Implications

This study designs a three‐stage fade‐out scaffolding approach for collaborative programming and provides diverse empirical evidence, offering valuable suggestions for the design of programming instruction and the analysis of learning processes.