2020 Volume 43 Issue 4 Pages 275-284
This study aimed to discover specific schemes for promoting programming education in primary schools, and conducted an attitude survey of teachers, using exploratory data analysis to extract hindering and motivating factors. From 443 responses, the analysis extracted “lack of teaching aids, etc.,” “recognition of disparity,” and “resistance to the use of ICT” as hindering factors. Further, “structures encouraging promotion,” “information provision,” and “human resource assistance” were extracted as motivating factors. Through a covariance structure analysis conducted to reveal the relationships between the six extracted factors, a model was developed to resolve hindering factors using motivating factors, resulting in a model that showed that the three motivating factors (“structures encouraging promotion,” “information provision,” and “human resource assistance”) were interrelated, and that linked “information provision” to the hindering factor “lack of teaching aids, etc.,” “human resource assistance” to the hindering factor “resistance to the use of ICT,” and improvements in “lack of teaching aids, etc.” and “resistance to the use of ICT” to the resolution of disparity in skills and knowledge of teachers and children.
