in: Advances in global education and research , W. B. James,C. Cobanoglu,& M. Cavusoglu, Editor, USF M3 Publishing, Florida, pp.1-11, 2021
This study aims to examine the effect of authentic tasks in group programming education on the problem-solving skills of secondary school 5th-grade students. A weak experimental single-group pretest-posttest model was applied to gather data. The study participants consisted of 56 5th grade students, 25 girls, and 31 boys, studying in a private secondary school in the 2018-2019 academic year. The "problem-solving skill scale" was applied as a pre-test and post-test to define the participants' problem-solving skills. There is no statistically significant difference in students' problem-solving skills (p = 0.657) according to related (dependent) samples t-test results. The effect size results (d = 0.06) indicate that authentic tasks in group programming education moderately impact participants' problem-solving skills. There is also no statistically significant difference by gender (p = 0.212) on students' problem-solving skills. The effect size results (d = 0.09) show that authentic tasks in group programming education have a high effect on participants' problem-solving skills by gender.