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Programming Self-Efficacy in Higher Education Research: A Systematic Literature Review
(2023-12-29)
Kantathanawat, Thiyaporn
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Chinchua, Siwalai
;
Tuntiwongwanich, Somkiat
The goal of the systematic literature review (SLR) was to provide an overview of the concepts and factors associated with programming self-efficacy (PSE) from 2017 to 2021 in Scopus (215) and the Web of Science (310) academic indexes. From the initial 525 articles identified, 405 were left after duplication identification. Using further criteria such as article years must be between 2017 and 2021 in English, and through a peer-review process, 60 remained. These 60 papers were then analyzed using a set of questionnaires, from which 36 articles were excluded. Finally, 24 articles were selected for further analysis and to answer the study’s research questions. Results revealed that student success in information communication technology (ICT) and computer programming courses was from making the learners aware of their programming abilities. Therefore, higher education (HE) institutions should be encouraged to review learners’ abilities in programming and their related perceptions. Finally, institutions should create a relevant learning strategy using tools appropriate for improving education quality.
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Development of an Online Active Learning Model Using the Theory of Multiple Intelligence to Encourage Thai Undergraduate Student Analytical Thinking Skills
(2022-09-30)
Rodrangsee, Bovornwich
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Tuntiwongwanich, Somkiat
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Pimdee, Paitoon
;
Moto, Sangutai
This research aim was to create an online active learning (OAL) model using Multiple Intelligence Theory (MIT) to promote Thai undergraduate analytical thinking skills (ATS). Eight experts assisted with their expertise in the model’s development and five for the model’s final assessment. The research tools used consisted of an interview form and a model assessment form. The results showed that the PPICE learning model consisted of nine elements and five steps. The five steps were preparation and problem determination (Step 1), problem analysis (Step 2), study and collect relevant information to practice thinking (Step 3), conclusion and presentations (Step 4), lesson summary and evaluation (Step 5). The expert's assessment of the PPICE Model revealed that overall the model was at its 'best' level (mean = 4.63, SD = .048). Moreover, the experts judged the model's nine components as the 'best' (mean = 4.74, SD = 0.38), with measurement and evaluation second (mean = 4.70, SD = 0.45), and teaching and learning activity processes third (mean = 4.66, SD = 0.48).
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Increasing Programming Self-Efficacy (PSE) Through a Problem-Based Gamification Digital Learning Ecosystem (DLE) Model
(2022-08-21)
Chinchua, Siwalai
;
Kantathanawat, Thiyaporn
;
Tuntiwongwanich, Somkiat
The researchers initially undertook a systematic literature review concerning problem-based learning (PBL), gamification, digital learning ecosystems (DLE), and programming self-efficacy (PSE). Using recent studies and papers from Google Scholar, a preliminary gamified and DLE model was proposed to help Thai students PSE. Further analysis was conducted on gamification mechanics, dynamics, and aesthetics (MDA). After an assessment by nine educational experts using four educational assessment tools from the Joint Committee on Standards for Educational Evaluation (JCSEE) of the proposed seven-step A3S3R (advise, assign, analyze, search, synthesize, summarize, and report) DLE Management Model, the model’s suitability was judged to be ‘very high’ (mean = 4.40, SD = 0.59). Consequently, the development of this learning management model will result in learners recognizing their abilities better in programming and having better programming skills. It can also potentially increase students’ critical and analytical thinking skills and computational thinking and allow them to apply new knowledge or skills to new situations. Finally, researchers can develop new practical learning styles for use in teaching and learning.
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A Thai junior high school students' 21st century information literacy, media literacy, and ICT literacy skills factor analysis
(2018-01-01)
Moto, Sangutai
;
Ratanaolarn, Thanin
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Tuntiwongwanich, Somkiat
;
Pimdee, Paitoon
As Thailand moves through the 21st Century, the education system and resultant labor force must be prepared for rapid changes in Thailand's society, culture, politics, economy, and technologies. Previously, the 21st century framework has identified crucial elements for future success as information literacy, media literacy, and information and communication technology (ICT) literacy skills. Given this priority, by use of multistage clustering sampling, 380 Thai junior high school students were selected, from which a five level, 73-item Likert type agreement scale questionnaire was used to collect data from October 2017to December 2017. The analysis of the student's skills in information literacy, media literacy, and ICT literacy was conducted with the use of SPSS Version 24 software mean (χ), standard deviation (S.D.), the Kaiser Meyer Olkin (KMO) test, and Bartlett's test of sphericity for analysis. Furthermore, a second-order confirmatory factor analysis was undertaken in which AMOS Version 24 software was used. Based on the second order CFA, it was found that the Information, Media and Technology Skills (IMTS) model was composed of three components that corresponded to the empirical data, with the most important element being ICT literacy (.998), followed by media literacy (.992), and finally, information literacy (.947).

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