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

Oct 15, 2026

Uploaded by nayy☆

This paper investigates how block-based programming and unplugged coding activities influence fifth graders’ computational thinking skills, self-efficacy, and academic performance within the “Problem-Solving and Programming” unit of the Information Technologies and Software course. The study uses an embedded mixed design with 82 students across three public middle schools, combining a pretest-posttest randomized control group quantitative phase and an interpretive qualitative case-study phase. Results show no significant CTSES differences, while Experimental 2 outperforms others on IICTATT and CTPT; interviews yield seven thematic categories.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Computational thinking as a 21st-century skill

Foundational definitions of computational thinking

Integration of computational thinking into education programs

Research gaps motivating the study

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 Department of Computer Technologies, Dortyol Vocational School of Higher Education, Iskenderun Technical University, Turkey ORCID: 0000-0002-5425-1468 Birsel Aybek Curriculum and Instruction Department, Faculty of Education, Cukurova University, Turkey ORCID: 0000-0001-5846-9838 Received: 5 Aug 2021 Accepted: 19 Oct 2021 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 pretestposttest 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 INTRODUCTION National and international research institutions make great efforts for the rapid development of information and communication technologies and the global economy in order to identify 21st-century skills and competencies. Today, students should turn into empowered learners, digital citizens, knowledge builders, innovative designers, computational thinkers, creative communicators, and global collaborators in an increasingly digital world (International Society for Technology in Education, 2016) . According to the Institute for the Future (2011), computational thinking (CT) will be one of the key skills in business life by 2020. Different researchers classify 21st-century skills differently. Therefore, CT is classified under the categories of digital age literacy, information, media, and technology skills. This shows that CT is a 21st-century skill. Although Papert coined the term “computational thinking,” Wing (2006) made it known by his three-paper article. According to Wing, CT is composed of four skills: (1) decomposing complex problems into solvable forms; (2) using variables to recognize patterns of a system; (3) abstracting and analyzing the patterns; and (4) putting heuristic reasoning into practice. Mannila et al. define CT as a process in which terms and processes in informatics are transferred to formulate and solve problems. On the other hand, Riley and Hunt (2014) focus on cognitive processes and defines CT as a process in which one reflects on problems like a computer scientist. Cuny et al. (2010) define CT as a thinking process in which an information processor (computer, machine, or human) formulates problems effectively. Many countries have adopted a new approach and integrated the concept of CT into their education programs. The United States of America (USA) has integrated CT

FAQs

What teaching approaches does the study examine?

The study examines block-based programming and unplugged coding teaching activities.

What aspects of learning outcomes are assessed?

It measures computational thinking skills, self-efficacy, and academic performance using multiple quantitative tests and qualitative interviews.

What were the main findings across the experimental groups?

There was no significant difference in CTSES scores between groups, but Experimental 2 achieved higher IICTATT and CTPT scores than Experimental-1 and the control group.

Oct 15, 2026

Uploaded by nayy☆