Perceptions of Scratch Programming among Secondary School Students in KwaZulu-Natal, South Africa

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dc.contributor.author Marimuthu, Mudaray
dc.contributor.author Govender, Predhayen
dc.date.accessioned 2018-11-22T17:56:46Z
dc.date.available 2018-11-22T17:56:46Z
dc.date.issued 2018-11-23
dc.identifier.citation Marimuthu, M. & Govender, P. (2018). Perceptions of Scratch programming among secondary school students in KwaZulu-Natal, South Africa. The African Journal of Information and Communication (AJIC), 21, 51–80. https://doi.org/10.23962/10539/26112 en_ZA
dc.identifier.issn 2077-7205 (print version)
dc.identifier.issn 2077-7213 (online version)
dc.identifier.uri https://hdl.handle.net/10539/26112
dc.identifier.uri https://doi.org/10.23962/10539/26112
dc.description.abstract Scratch programming was designed with the aim of helping students to develop their logical thinking skills as well as enhancing their problem-solving capabilities, without having the technical distractions associated with more advanced programming languages such as Java. This study, guided by the technology acceptance model (TAM), focused on exploring the associations between perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use the Scratch programming language, with the aim of identifying how Scratch programming was perceived by a group of South African students in Grades 10 and 11 at two high schools. Results indicated, among other things, that Grade 10 students perceived Scratch to be easy to use and useful, and Grade 11 students found it to be easy to use but useful only in learning introductory programming concepts. These and other findings suggest that while Scratch helps students understand logic and problem-solving, it does not assist sufficiently in preparing them for using a higher-level programming language such as Java. The article concludes with recommendations for South African education policymakers, including proposals that a bridging programming language be introduced between Scratch and Java, and that Scratch be introduced much earlier than in Grade 10. en_ZA
dc.language.iso en en_ZA
dc.publisher LINK Centre, University of the Witwatersrand (Wits), Johannesburg en_ZA
dc.subject Scratch, Java, secondary school students, technology acceptance model (TAM), programming language adoption, visual programming, logical thinking, problem-solving, education, education policy, curriculum, KwaZulu-Natal, South Africa en_ZA
dc.title Perceptions of Scratch Programming among Secondary School Students in KwaZulu-Natal, South Africa en_ZA
dc.type Article en_ZA
dc.journal.volume en_ZA
dc.journal.title The African Journal of Information and Communication (AJIC) en_ZA
dc.description.librarian CA2018 en_ZA
dc.citation.doi https://doi.org/10.23962/10539/26112
dc.citation.epage 80 en_ZA
dc.citation.issue 21 en_ZA
dc.citation.spage 51 en_ZA
dc.orcid.id https://orcid.org/0000-0002-2470-6660 en_ZA
dc.orcid.id https://orcid.org/0000-0002-9409-4313 en_ZA


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