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A pretest-posttest, nonrandomized control group quasi-experimental design is implemented with sixth-grade learners in the Information Technologies and Software course (N=55). Achievement tests, a cognitive load scale, and ClassDojo are used over a six-week implementation. Results show significant differences favoring project-based learning for achievement and classroom behavior, while cognitive load does not differ significantly between groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigation-of-project-based-learning-method-in-teaching-programming-in-terms-of-academic-achievement-cognitive-load-and-behavior-change/602894/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigation-of-project-based-learning-method-in-teaching-programming-in-terms-of-academic-achievement-cognitive-load-and-behavior-change/602894.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on programming instruction?","Question",{"text":112,"@type":113},"The study aims to examine how project-based teaching affects students’ academic achievement, cognitive load, and behavior change in programming lessons.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the quasi-experimental design conducted?",{"text":117,"@type":113},"A pretest-posttest, unequaled control group quasi-experimental model was used, with sixth-grade students assigned to an experimental group and a traditional-teaching control group over six weeks.",{"name":119,"@type":110,"acceptedAnswer":120},"What data collection tools were used to measure outcomes?",{"text":121,"@type":113},"Achievement tests, a cognitive load scale, and the ClassDojo behavior management tool were used to collect data during the instruction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602894,1792116782,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Investigation of Project-Based Learning Method in Teaching Programming in terms of Academic Achievement, Cognitive Load and Behavior Change1  \nFatma UCA ÖZTÜRK2  \nÇanakkale Onsekiz Mart University  \nMuzaffer ÖZDEMİR2  \nÇanakkale Onsekiz Mart University  \nDurmuş ÖZBAŞI3  \nÇanakkale Onsekiz Mart University  \nAbstract  \nThis study aims to reveal how project-based teaching method affects students' achievement, cognitive load and behaviors in programming teaching. In the study, the pretest-posttest, unequaled control group quasi-experimental model, which is one of the experimental models, was used. The participants of the study were sixth grade students who take the elementary school Information Technologies and Software lesson (N = 55) . Achievement test, cognitive load scale and behavior management tool ClassDojo were used as data collection tools in the study. In the experimental group, the subjects were taught with project-based teaching method (student-centered and with teacher guidance) . Besides, subjects in the control group were taught with traditional teaching method (teacher-centered) . The implementation process took six weeks. Two-Factor ANOVA for Mixed Measures was used to examine the difference between the achievement of the groups. At the end of each lesson, the cognitive load scale was applied to the groups and the data obtained was analyzed by using the Cramer V Coefficient. During the study, the students got positive and negative scores according to their behaviors in the classroom, and the significance of the difference between the two percentages was tested according to their positive behavior percentages. As a result of the study, it was found that the academic achievement and in-class behavior scores of students who learned programming with project-based teaching method differed significantly from those who learned with the traditional method. In addition, it was concluded that project-based teaching method used in programming education did not make a significant difference on students' cognitive load.  \nKeywords: Academic Achievement, ClassDojo, Behavior Management, Programming Education, Project-Based Learning.  \nDOI: 10.29329/epasr.2020.345.12  \n1 This article is derived from Fatma UCA ÖZTÜRK’s Master’s thesis which was conducted under the supervision of Muzaffer ÖZDEMİR and Durmuş ÖZBAŞI.  \n1MSc., Faculty of Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey, ORCID: 0000-0002-4395-9698  \nCorrespondence: [fatmauca35@gmail.com](fatmauca35@gmail.com)  \n2Assoc. Prof. Dr., Faculty of Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey, ORCID: 0000-0002-5490-  \n238X, [Email: mozdemir@comu.edu.tr](Email: mozdemir@comu.edu.tr)  \n3Assoc. Prof. Dr., Faculty of Education, Çanakkale Onsekiz Mart University, Çanakkale, Turkey, ORCID: 0000-0001-5078-  \n477X, Email: [dozbasi@comu.edu.tr](dozbasi@comu.edu.tr)  \nIntroduction  \nProgramming education has a great importance in making individuals acquire problem solving and algorithmic thinking, which are among 21st century skills (Çatlak, Tekdal, & Baz, 2015) . It can be said that students who receive effective programming education can improve their problem solving, algorithmic and computational thinking skills at a good level. In addition, programming contributes to the development of students’ skills such as logical and critical thinking. Kert and Uğraş(2009) argue that programming education should start at an early age, considering its contribution to individual development. Visual coding tools are useful in terms of facilitating learning for programming education that begins at an early age. Researchers have listed some of these benefits as follows (Akpınar & Altun, 2014; Demirer & Sak, 2016; Karabak & Güneş, 2013):  \n􀁸 Students can improve their computer literacy by using coding tools,  \n􀁸 It can increase their desire towards school and classes,  \n􀁸 It improves their problem solving and analytical thinking skills,  \n􀁸 It improves spatial thinki","cbCaievP2mv4jZYi","https://ap.wps.com/l/cbCaievP2mv4jZYi","pdf",357441,"English","# Abstract\n# Introduction\n## The Challenges of Learning Programming","[{\"question\":\"What is the purpose of the study on programming instruction?\",\"answer\":\"The study aims to examine how project-based teaching affects students’ academic achievement, cognitive load, and behavior change in programming lessons.\"},{\"question\":\"How was the quasi-experimental design conducted?\",\"answer\":\"A pretest-posttest, unequaled control group quasi-experimental model was used, with sixth-grade students assigned to an experimental group and a traditional-teaching control group over six weeks.\"},{\"question\":\"What data collection tools were used to measure outcomes?\",\"answer\":\"Achievement tests, a cognitive load scale, and the ClassDojo behavior management tool were used to collect data during the instruction.\"}]","Investigation of Project-Based Learning Method in Teaching Programming in terms of Academic Achievement, Cognitive Load and Behavior Change | PDF",1792095412,48]