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Effects of an Instructional Treatment on Novice Programmers in an Agricultural Systems Technology Course
Published by the American Society of Agricultural and Biological Engineers, St. Joseph, Michigan www.asabe.org
Citation: 2022 ASABE Annual International Meeting 2200136.(doi:10.13031/aim.202200136)
Authors: Grant T Hood, Donald M Johnson, Michael L Pate, Christopher M Estepp, George M Wardlow
Keywords: Agriculture, Arduino, Breadboarding, Novice, Programmers.
Abstract. The purpose of this study was to better understand novice college of agriculture students‘ self-efficacy, interest, and knowledge on Arduino programming and breadboarding. Participants were given an instructional treatment consisting of three class periods. Students‘ mean scores‘ for breadboarding and programming self-efficacy and Arduino knowledge were higher after the instructional treatment, while the observed mean for interest slightly declined. Significantly higher treatment group means were observed for breadboarding self-efficacy and Arduino knowledge. Large effect sizes were noted for the instructional treatment for breadboarding self-efficacy and Knowledge. There was no significant differences for interest or programming self-efficacy. Rubric scores on breadboarding were 58.5% and programming 23.5% with significant positive intercorrelations between rubric scores and posttest measures of self-efficacy, interest, and knowledge on Arduino. Based on the rubric results, it appears many students were not sufficiently prepared to successfully complete the Arduino mastery activity when provided with only a 30-minute introduction to programming and breadboarding video lesson.
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