The Changes of Middle School Students’ Perception and Achievement based on the Teaching Method in Physical Computing Education

Abstract

Background/Objectives: This study aims to identify effective teaching method in physical computing education for middle school students. Methods/Statistical Analysis: This study conducted a comparative analysis of middle school students' perception and achievement between different teaching methods in physical computing education. Physical computing classes were provided for 30 hours, 49 students randomly participated in two classes. Findings: The results showed no statistically significant difference in perception and achievement between teaching methods. However, the results regarding the process of perception change suggest that there is a possibility that the problem-based inquiry method helps with gradual increase of class difficulty and improving class satisfaction. However, regarding learning basic concepts, the analysis results suggest that the direct teaching method is likely to be more helpful. Application/Improvements: In terms of future direction, ongoing efforts to find the teaching method that best fits the characteristics of physical computing education are needed.