Integrating the unplugged programming and storytelling strategy to enhance second graders’ programming learning motivation and concepts

An intervention using the unplugged programming and storytelling (UPS) strategy was implemented in this study to cultivate students’ programming learning motivation and concepts. The participants were 49 second graders at a primary school in southern Taiwan. The course was conducted for 12 lessons (40 min each lesson). A quasi-experimental design was employed in this study. During the course, students in the experimental group were taught using the UPS strategy. Data collection included the Programming Concept Test and Programming Learning Motivation Scale supplemented by classroom observation and interview data. The results revealed that the experimental group outperformed the comparison group in programming learning motivation and concepts after the course with the UPS strategy. This teaching experiment obtained large effect sizes. Interviews showed that students perceived positively, which helped them develop their programming concepts. The implication is that the UPS strategy may contribute to primary school programming courses.