Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23605
Title: 
Authors: 
Keywords: 
Programming course
Sport science student
Learning motivation
Issue Date: 
2022
Citation: 
Chuang, K. L., Kee, Y. H., & Chen, H. H. (2022). Implementation of the gradual release of responsibility informed curriculum and pedagogy for teaching programming: Action research based on a course for sport science students. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, Article 100367. https://doi.org/10.1016/j.jhlste.2021.100367
Journal: 
Journal of Hospitality, Leisure, Sport & Tourism Education
Abstract: 
Non-computer science students typically find it challenging to learn programming and lack the motivation to learn it. We conducted a piece of action research to examine the impact of adopting the Gradual Release of Responsibility (GROR) approach as we taught programming to thirty-three sport science students in a Taiwanese university over two semesters. Learning self-efficacy, engagement, and burnout were assessed before and after the course. The results showed significant interaction effect between time (pre vs post) and groups (proactive vs apathetic) factors (F(1, 31) = 4.49, p = .042, ηp2 = 0.13) for self-efficacy. Implications of the findings were discussed.
Description: 
The open access publication is available at: https://doi.org/10.1016/j.jhlste.2021.100367
URI: 
ISSN: 
1473-8376
DOI: 
File Permission: 
None
File Availability: 
No file
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