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Effects of Personal Construal Levels and Team Role Ambiguity on the Group Investigation of Junior High School Students’ Programming Ability

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  • Huan-Ming Chuang

    (Department of Information Management, National Yunlin University of Science and Technology, Yunlin 64002, Taiwan)

  • Chia-Cheng Lee

    (Department of Information Management, National Yunlin University of Science and Technology, Yunlin 64002, Taiwan)

Abstract

Concerns regarding the high demand for skilled personnel in the science, technology, engineering, and mathematics (STEM) fields underline the importance of developing advanced information technology (IT) and programming skills among job candidates. In the past 10 years, computer programming has regained considerable attention because of rapid developments in computer programming technology. Advocates claim that computer programming cultivates other skills, including problem solving, logical thinking, and creativity. Education systems worldwide are developing courses to instruct students in programming and computational thinking. Although the importance of computer programming has been widely recognized, the systematic evaluation of the effectiveness of teaching methods and conditions that promote the learning of programming knowledge and skills has received little scholarly attention. This study thus investigated the moderating roles of learners’ construal levels and their team role ambiguity in the context of group investigation in junior high school programing courses. In this study, junior high school students were divided into pairs to develop Arduino projects. Students applied programming abilities to complete a task involving the use of Arduino boards to simulate the operation of traffic lights. Major research findings indicate that construal levels play a significant role in moderating the relationship between programming ability and learning outcome; however, role ambiguity does not significantly affect this relationship. Theoretical implications are discussed, and managerial implications are suggested.

Suggested Citation

  • Huan-Ming Chuang & Chia-Cheng Lee, 2021. "Effects of Personal Construal Levels and Team Role Ambiguity on the Group Investigation of Junior High School Students’ Programming Ability," Sustainability, MDPI, vol. 13(19), pages 1-12, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:19:p:10977-:d:649180
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    References listed on IDEAS

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    1. Kim, Kyuha & Lee, Sungmi & Choi, Yung Kyun, 2019. "Image proximity in advertising appeals: Spatial distance and product types," Journal of Business Research, Elsevier, vol. 99(C), pages 490-497.
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