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

Nihan Arslan Namli; Birsel Aybek

doi:10.30935/cedtech/11477

Nihan Arslan Namli ¹ ^* , Birsel Aybek ²

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CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep341

https://doi.org/10.30935/cedtech/11477

Submitted: 05 August 2021, Published Online: 03 January 2022

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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.

Keywords: computational thinking, computerless computer education, block-based programming, programming education, self-efficacy

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Citation

Arslan Namli, N., & Aybek, B. (2022). An Investigation of The Effect of Block-Based Programming and Unplugged Coding Activities on Fifth Graders’ Computational Thinking Skills, Self-Efficacy and Academic Performance. Contemporary Educational Technology, 14(1), ep341. https://doi.org/10.30935/cedtech/11477

Arslan Namli, N., and Aybek, B. (2022). An Investigation of The Effect of Block-Based Programming and Unplugged Coding Activities on Fifth Graders’ Computational Thinking Skills, Self-Efficacy and Academic Performance. Contemporary Educational Technology, 14(1), ep341. https://doi.org/10.30935/cedtech/11477

Arslan Namli N, Aybek B. An Investigation of The Effect of Block-Based Programming and Unplugged Coding Activities on Fifth Graders’ Computational Thinking Skills, Self-Efficacy and Academic Performance. CONT ED TECHNOLOGY. 2022;14(1), ep341. https://doi.org/10.30935/cedtech/11477

Arslan Namli, Nihan, and Birsel Aybek. "An Investigation of The Effect of Block-Based Programming and Unplugged Coding Activities on Fifth Graders’ Computational Thinking Skills, Self-Efficacy and Academic Performance". Contemporary Educational Technology 2022 14 no. 1 (2022): ep341. https://doi.org/10.30935/cedtech/11477

Arslan Namli, Nihan et al. "An Investigation of The Effect of Block-Based Programming and Unplugged Coding Activities on Fifth Graders’ Computational Thinking Skills, Self-Efficacy and Academic Performance". Contemporary Educational Technology, vol. 14, no. 1, 2022, ep341. https://doi.org/10.30935/cedtech/11477

Arslan Namli N, Aybek B. An Investigation of The Effect of Block-Based Programming and Unplugged Coding Activities on Fifth Graders’ Computational Thinking Skills, Self-Efficacy and Academic Performance. CONT ED TECHNOLOGY. 2022;14(1):ep341. https://doi.org/10.30935/cedtech/11477