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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