The Effects of Scratch-Based Game Activities on Students’ Attitudes, Self-Efficacy and Academic Achievement

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Ozgen KORKMAZ 1,*

1. Amasya University, Faculty of Technology, Department of Computer Engineering, Amasya, Turkey

* Corresponding author.


Received: 2 Oct. 2015 / Revised: 3 Nov. 2015 / Accepted: 6 Dec. 2015 / Published: 8 Jan. 2016

Index Terms

Scratch, programming, learning, learning environment, Scratch - based game


The purpose of the present research is to designate the effects of Scratch-based game activities on students’ attitudes towards learning computer programming, self-efficacy beliefs and levels of academic achievement. The research was conducted through a pre-test – post-test control group quasi-experimental study. The study group consists of 49 students studying at the Faculty of Engineering. The test group was administered a teaching method with Scratch-based game activities. On the other hand, the control group was directly taught C++ topics via an editor. Research data were collected via an implementing academic achievement test (Kr-20= 0, 71), attitude towards a learning programming scale (Cronbach’s Alpha =0.84) and a computer programming self-efficacy scale (Cronbach’s Alpha= 0.966). Our findings are as follows: A significant number of the students consider themselves as mid-level efficient in C++ programming. Scratch-based game activities render no effects on students’ attitudes and self-efficacy perceptions. On the other hand, Scratch-based game activities render significant contributions on students’ academic achievements in C++ programming language.

Cite This Paper

Özgen KORKMAZ,"The Effects of Scratch-Based Game Activities on Students' Attitudes, Self-Efficacy and Academic Achievement", International Journal of Modern Education and Computer Science(IJMECS), Vol.8, No.1, pp.16-23, 2016.DOI: 10.5815/ijmecs.2016.01.03


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