A Effectiveness of AI-Assisted C++ Programming Instruction in Primary Education: A Learning Analytics Approach: การศึกษาประสิทธิผลของการจัดการเรียนรู้การเขียนโปรแกรม C++   โดยใช้ปัญญาประดิษฐ์ช่วยในระดับประถมศึกษา: แนวทางการวิเคราะห์การเรียนรู้

Qiu Weiyang; Sudasawan  Ngammongkolwong

Authors

Qiu Weiyang Faculty of Digital Technology and Innovation, Southeast Bangkok University, Bangkok
Sudasawan Ngammongkolwong Faculty of Digital Technology and Innovation, Southeast Bangkok University, Bangkok

Keywords:

Programming Education, Learning Analytics, AI-Assisted Learning, Computational Thinking, Primary Education

Abstract

The purpose of this study was to examine the effectiveness of an AI-assisted and teacher-guided instructional model on primary school students’ C++ programming achievement and to analyze the relationship between learning behaviors and academic outcomes. The sample consisted of 78 fifth-grade students from Hanlin Experimental School, divided into an experimental group (n=39) and a control group (n=39). The research instruments included an achievement test and a learning analytics system. Data were analyzed using mean, standard deviation, independent samples t-test, and Pearson’s correlation coefficient.

The results revealed that the experimental group had significantly higher post-test scores(M = 61.38, SD = 5.66) than the control group (M = 53.41, SD = 7.24) with a large effect size (d=1.23). Additionally, submission accuracy showed a significant positive correlation with learning achievement (r = .339, p < .05) whereas practice volume showed no significant correlation (r= .034, p > .05)

The findings suggest that effective programming achievement depends more on the quality of engagement than the quantity of practice. For educators, this highlights the practical implication of prioritizing process-oriented pedagogical strategies and guided debugging over mere quantity-based repetition. Furthermore, this study contributes to AI-assisted education research by demonstrating that integrating AI scaffolding with teacher guidance effectively mitigates cognitive load and fosters computational thinking in novice programmers.

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