Abstract:This study aimed to examine whether a computational thinking (CT) intervention related to a) number knowledge and arithmetic b) algebra, and c) geometry impacts students' learning performance in primary schools. To this end, a quasi-experimental, nonequivalent group design was employed, with 61 students assigned to the experimental group and 47 students to the control group (n = 108). The experimental group comprised students in primary school who were to be followed across the second and third grades. The exp… Show more
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