An Investigation of the Effect of Block-Based Programming and Unplugged Coding Activities on Fifth Graders' Computational Thinking Skills, Self-Efficacy and Academic Performance

Autor/inn/en	Arslan Namli, Nihan; Aybek, Birsel
Titel	An Investigation of the Effect of Block-Based Programming and Unplugged Coding Activities on Fifth Graders' Computational Thinking Skills, Self-Efficacy and Academic Performance
Quelle	In: Contemporary Educational Technology, 14 (2022) 1, S.341 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arslan Namli, Nihan) ORCID (Aybek, Birsel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Programming; Computer Science Education; Grade 5; Computation; Thinking Skills; Self Efficacy; Academic Achievement; Problem Solving; Middle School Students; Manipulative Materials; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Programmierung; Computer science lessons; Informatikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Denkfähigkeit; Self-efficacy; Selbstwirksamkeit; Schulleistung; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hilfsmittel; Ausland; Türkei
Abstract	This paper investigated the effect of block-based programming and unplugged coding teaching activities on fifth graders' computational thinking skills, self-efficacy, and academic performance. The teaching activities were conducted within the scope of the "Problem-Solving and Programming" unit of the Information Technologies and Software (ITS) course. The sample consisted of 82 fifth graders of three public middle schools in the academic year of 2020-2021. Participants were recruited using random sampling. The study adopted an embedded mixed design. The quantitative stage employed a pretest-posttest randomized control group design, while the qualitative staged employed a case study. Quantitative data were collected using the Computational Thinking Self-efficacy Scale (CTSES), the International Informatics and Computational Thinking Activity Task Test (IICTATT), and a Computational Thinking Performance Test (CTPT) developed by the researcher. Qualitative data were collected using a semi-structured interview questionnaire. The quantitative data were analyzed using the Kruskal Wallis H, paired sample t-test, and ANCOVA test on the Statistical Package for Social Sciences(SPSS). The qualitative data were analyzed inductively using MAXQDA. There was no significant difference in CTSES scores between groups. Experimental 2 had higher IICTATT and CTPT scores than Experimental-1 and control groups. The qualitative findings were grouped into seven categories. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01