[
    {
        "id": "osp-3207",
        "type": "article-journal",
        "title": "The Impact of Teaching Programming by using Scratch on Self-motivation towards Learning Programming for Primary School Students in Riyadh",
        "author": [
            {
                "family": "Al-Othman",
                "given": "Abdulrahman A."
            },
            {
                "family": "Almawash",
                "given": "Faisal A."
            }
        ],
        "URL": "https://omanscience.com/en/articles/the-impact-of-teaching-programming-by-using-scratch-on-self-motivation-towards-learning-programming-for-primary-school-students-in-riyadh",
        "language": "en",
        "issued": {
            "date-parts": [
                [
                    2020
                ]
            ]
        },
        "container-title": "Journal of Educational and Psychological Studies",
        "volume": "14",
        "issue": "1",
        "page": "54-70",
        "DOI": "10.53543/jeps.vol14iss1pp54-70",
        "publisher": "Sultan Qaboos University",
        "ISSN": "2218-6506",
        "abstract": "The study aimed to measure the effect of teaching programming using Scratch on Self-motivation towards learning programming for primary school students in Riyadh. Twenty-five 4th-grade students participated in the study. A quasi-experimental design was applied. Pre and post-tests were utilized using a motivational scale towards learning programming designed by the researchers to include three dimensions: perseverance, ambition and enjoyment. Participants received Scratch lessons for the duration of a semester. The results showed significant differences in favor of the post-test in all dimensions of the scale. In addition, students' self-motivation towards learning programming has improved by 22.8% in the average rate of the scale. The results showed the improvement rate of students' self-motivation towards learning programming to the scale axes (perseverance, ambition, enjoyment) as follows: 20.9%, 23.8%, and 23.6% respectively. Moreover, the order of items and the improvement rate were different according to the pre-test and post-test; although all the items were positive."
    }
]