Computational Thinking Skills, Programming Self-Efficacies and Programming Attitudes of the Students

Günbatar, Mustafa Serkan

doi:10.21585/ijcses.v4i2.96

Cited by 6 publications

(6 citation statements)

References 25 publications

(28 reference statements)

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“…Interestingly, the grade of the student also affected their CT and PSE. Günbatar's (2020) examination of learner CTS and PSE also found that computer PSE was a significant predictor of CTS. Similarly, Yildiz and Gündüz (2020) found that peer instruction increased student PSE perceptions in computer programming classes better than traditional instruction methods.…”

Section: Literature Review Computational Thinking (Ct)mentioning

confidence: 85%

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

2022

JHETP

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The research aim was to develop cooperative learning management (CLM) model using computational thinking (CT) and mind mapping techniques to promote Thai computer studies student-teacher (CSST) complex problem-solving skills (CPSS). The sample was 15 first-year CSSTs in the Faculty of Education's Computer Studies Department of Thailand's Thonburi Rajabhat University. The pre-study achievement test classified students into three levels (weak, moderate, or strong). Five experts were involved in the assessment of the CLM plan, which was determined to have a content validity index (CVI) at the highest level (mean = 4.00). They also evaluated the 21 indicator rubric scoring-type test tool for complex problemsolving skills (CPSS) and determined its CVI mean = 3.99. After a pilot test of 30 student teachers, a 42item questionnaire was finalized. The final CPSS course involved five primary components within an eightstep process. The CSST used six sessions of four hours each. Results showed that the final course post-test score was 90.40 for all 15 student-teachers, significantly higher than the 70% achievement level setting.

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Section: Literature Review Computational Thinking (Ct)mentioning

confidence: 85%

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

2022

JHETP

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“…This finding showed that students could improve their abstraction and decomposition skills even without learning any programming. In the study conducted by Günbatar (2020), it was found that middle school students who took the Information Technologies & Software (IT&S) course and learned programming had significantly higher CT skills than those who did not take the course. The development of students' CT skills after they are exposed to programming courses is actually expected.…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have examined students' domain-specific CT skills (computer science or programming) in different contexts. (Erümit et al, 2020;Günbatar, 2020;Korucu et al, 2017;Oluk et al, 2018;Oluk & Korkmaz, 2016;Wu & Su, 2021) However, little is known about how the programming skills acquired from different programming environments change their domain-general CT skills; whether there is a difference between the domain-general CT skills of students who gain programming skills and those who do not especially in middle school. For this reason, two purposes were adopted in the study.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Eighth Grade Students' Domain-General Computational Thinking Skills

Karalar

Alpaslan

2021

IJCSES

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The aim of this study was to examine the domain-general CT skills of 8th grade students in Turkey. In the study, first, the domain-general CT scale was adapted to Turkish and then, the CT skills of the students were examined. This survey research was conducted with the 284 eighth grade students. The data were analyzed through confirmatory factor analysis, independent sample t-test and Pearson correlation test. The results of the validity and reliability tests showed that the domain-general CT scale was suitable for Turkish culture. T-test results showed no significant difference in the CT skills of the students according to gender, having a computer and internet access at home. A statistically significant difference in algorithm, evaluation, generalization, and general CT skills was found between students who learned programming and those who did not in favor of students learning programming. Correlational tests revealed that there was a positive and significant relationship between the programming experience of students who learn programming and their CT skills. As students' programming experience increased, their CT skills also increased. The results of the research were discussed, and recommendations for policy-makers and implementers were included.

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“…There is also extensive evidence that problem-solving skills (PSS) and computational thinking (CT), and computer programming are highly connected endeavors (Günbatar, 2020;Ozturk, 2021). Interestingly, these studies unified comments that traditional books do not work in academic learner success (quality).…”

Section: Regression Analysis Multicollinearitymentioning

confidence: 99%

School Management Factors Affecting Student Quality: A Case Study of the Thai Triam Udom Suksa Pattanakarn School Group

2022

JHETP

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The research objectives were to study the factors of school management and their guidelines that affect learner quality. The sample was drawn from one of Thailand's 19 Triam Udom Suksa Pattanakarn (TRIAMPAT) group schools which have an enrollment of 30,644 students and 1,404 educators. Using a mixed research methodology and stratified random sampling 246 teachers and administrators were selected from 1,404 educators. This included 19 school administrators, 56 deputy administrators, 19 academic supervisors, and 152 teachers from eight learning groups. Descriptive statistics included the percentage, mean, and standard deviation used. Stepwise multiple regression and content analysis were also used. The results revealed that two factors affect institutional management and have a statistically significant effect on learner quality. These were the learning resource, media, technology, innovation, and research (x5) factors and the curriculum and teaching-learning system (x6) factors at the 0.01 level, with a predictive coefficient (R 2 ) of 0.35. This indicates that x5 and x6 together predicted the quality of learners in the TRIAMPAT school group by 35%.

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Computational Thinking Skills, Programming Self-Efficacies and Programming Attitudes of the Students

Cited by 6 publications

References 25 publications

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

Assessment of Eighth Grade Students' Domain-General Computational Thinking Skills

School Management Factors Affecting Student Quality: A Case Study of the Thai Triam Udom Suksa Pattanakarn School Group

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