The Effect of Scaffolding Support on Programming Performance and the Use of Self-regulation in Learning Computer Programming

Abstract

The present study is to explore the students’ use of self-regulation and their learning performance of computer programming under the framework of Experiential-based Learning of Computer Science (ELCS) in learning computer programming in an elementary school. The problem-solving support (PS group) and the procedural support (PR group) are regarded as two different scaffolding supports to guide learners to learn computer programming concepts. The result shows that the PS group has better performance in both advance and entire concept learning of computer programming. And the PR group asks more help to assist themselves than the PS group.