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Self-efficacy was measured before and after with the SEPSCTS instrument (36 items across five factors). 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Secondary School Students  \nEffets du codage robotique sur les compétences de pensée computationnelle des élèves du secondaire  \nSerhat Altıok, Kırıkkale University, Turkey Memet Üçgül, Kırıkkale University, Turkey  \nAbstract  \nIn recent years, computational thinking has garnered increased attention as an essential problemsolving skill. One of the methods to develop students’ computational thinking skills is robotic coding activities. This study sought to investigate the impact of robotic coding activities on the self-efficacy perceptions of secondary school students’ computational thinking skills. A one-group pretest-posttest quasi-experimental design was employed, involving 32 secondary school students. These students, organized in groups of four, engaged in hands-on robotic coding activities using Lego Mindstorms EV3 Education robots over a total of 20 hours. Data were collected before and after the robotic coding activities using the Self-Efficacy Perception Scale for Computational Thinking Skills (SEPSCTS) instrument, comprising 36 items categorized into five factors. The data were analyzed using paired samples t-tests and analysis of covariance (ANCOVA) . The results demonstrated a significant increase in students’ self-efficacy perceptions of computational thinking skills following the activities, with this increase observed consistently across genders. Finally, the challenges encountered during research and practice were reported, along with the study’s limitations, to inform future research endeavours.  \nKeywords: computational thinking, perception, robotic coding, self-efficacy  \nRésumé  \nCes dernières années, la pensée computationnelle a fait l’objet d’une attention accrue en tant que compétence essentielle pour la résolution de problèmes. L’une des méthodes pour développer les compétences des élèves en matière de pensée computationnelle est le codage robotique. Cette étude visait à examiner l’impact des activités de codage robotique sur les perceptions d’auto-efficacité des compétences de pensée computationnelle des élèves du secondaire. Un modèle quasi expérimental  \nCJLT/RCAT Vol. 50 (2)  \nprétest-post-test à groupe unique a été utilisé, impliquant 32 élèves du secondaire. Ces élèves, organisésen groupes de quatre, ont participé à des activités pratiques de codage robotique en utilisant des robots Lego Mindstorms EV3 Education pendant un total de 20 heures. Les données ont été collectées avant et après les activités de codage robotique à l’aide de l’instrument Self-Efficacy Perception Scale for Computational Thinking Skills (SEPSCTS pour ses sigles en anglais), qui comprend 36 éléments répartisen cinq facteurs. Les données ont été analysées à l’aide de tests t pour échantillons appariés et d’analyses de covariance (ANCOVA) . Les résultats ont démontré une augmentation significative des perceptionsd’auto-efficacité des élèves en matière de compétences de pensée computationnelle à la suite des activités, cette augmentation étant observée de manière cohérente entre les genres. Finalement, les défis rencontrés au cours de la recherche et de la pratique ont été rapportés, ainsi que les limites de l’étude, afin d’informer les recherches futures.  \nMots-clés: pensée computationnelle, perception, codage robotique, auto-efficacité  \nIntroduction  \nComputational Thinking  \nComputational thinking was pioneered by Papert (1980) who suggested that individuals must be taught essential thinking skills related to programming, and by Perlis (1962) who highlighted the importance of computer technology in solving real-life problems with its structure and operational logic. Computational thinking is defined as “problem-solving, system designing, and understanding human behaviour using the concepts of computer science”(Wing, 2006, p. 33) . However, Sysło and Kwiatkowska (2013) argued that the focus should be on thinking ","cbCaitUoWZhMQkTz","https://ap.wps.com/l/cbCaitUoWZhMQkTz","pdf",550159,24,"English","# Abstract\n# Introduction\n## Computational Thinking\n# Methods and Design\n## Quasi-experimental pretest-posttest\n# Findings\n## Self-efficacy results\n# Discussion\n## Challenges and limitations","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate the impact of robotic coding activities on secondary school students’ self-efficacy perceptions of computational thinking skills.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A one-group pretest-posttest quasi-experimental design was used with 32 secondary school students working in groups of four.\"},{\"question\":\"What did the results show?\",\"answer\":\"Robotic coding activities led to a significant increase in students’ computational thinking self-efficacy, consistently across genders.\"}]","Effects of Robotic Coding on Computational Thinking Skills of Secondary School Students - Summer / été 2024 - Volume 50 - Issue 2 | PDF",1792086981]