Scratch, computational thinking, and grit: At the beginning, during, and after the COVID-19 Pandemic

Taner Arabacıoglu

doi:10.52911/itall.1391292

EN TR

Scratch, computational thinking, and grit: At the beginning, during, and after the COVID-19 Pandemic

Abstract

The Covid-19 pandemic has deeply affected the whole world. In order to continue education during the pandemic, emergency distance education applications were utilized. The purpose of the research is to evaluate how block-based programming affects computational thinking (CT) and grit at the beginning, during and after pandemic. The study used a quasi-experimental pretest-posttest design. This sample was divided into three groups based on the stage of the COVID-19 Pandemic at which they were enrolled in a programming course: before the pandemic, during the pandemic, and after the pandemic. The participants are 104 teacher candidates in the Faculty of Education of a Turkish state university. As a result of the research, it is observed that block-based coding instruction has a significant difference between the pre-test and post-test scores of computational thinking in the pre-pandemic and pandemic groups. The difference in this case has a moderate effect size. There was no significant difference between the pretest and posttest scores of the post-pandemic group. Comparing the groups revealed that the pre-pandemic and during pandemic groups had significantly higher median scores in computational thinking skills than the post-pandemic group. According to these results, it can be argued that the negative effects of the pandemic were seen in the post-pandemic group. The results of the short grit scale emphasize the importance of non-cognitive factors in distance education in the context of the consistency of interest dimension. Moreover, it indicates a significant and positive relationship between grit and computational thinking skills.

Keywords

Scratch , Computational thinking , Grit , Pandemic

Öz

Covid-19 pandemisi tüm dünyayı derinden etkilemiştir. Pandemi sürecinde eğitim-öğretimin devam edebilmesi için acil uzaktan eğitim uygulamaları işe koşulmuştur. Araştırmanın amacı, blok tabanlı programlamanın pandemi başlangıcında, pandemi süresince ve pandemi sonrasında bilgi işlemsel düşünmeyi ve azmi nasıl etkilediğini belirlemektir. Çalışmada yarı deneysel desenlerden ön test-son test kontrol gruplu yöntem kullanılmıştır. Örneklem, Türkiye'deki bir devlet üniversitesinin Eğitim Fakültesi'nde öğrenim gören 104 öğretmen adayıdır. Araştırma sonucunda blok tabanlı kodlama eğitiminin, pandemi öncesi ve pandemi süreci gruplarında bilgi işlemsel düşünme ön test ve son test puanları arasında anlamlı bir farka neden olduğu görülmektedir. Söz konusu fark orta düzeyde bir etki büyüklüğüne sahiptir. Pandemi sonrası grubun ön test ve son test puanları arasında anlamlı bir fark bulunmamıştır. Gruplar arası fark incelendiğinde, pandemi öncesi ve pandemi sırasındaki grupların bilgi işlemsel düşünme becerilerinde pandemi sonrası gruba göre anlamlı derecede daha yüksek medyan değerlerine sahip olduğu görülmüştür. Bu sonuçlara göre pandeminin olumsuz etkilerinin pandemi sonrası grupta görüldüğü söylenebilir. Azim ölçeği sonuçları, ilginin tutarlılığı boyutu bağlamında uzaktan eğitimde bilişsel olmayan faktörlerin önemini vurgulamaktadır. Ayrıca azim ve bilgi işlemsel düşünme becerileri arasında anlamlı ve pozitif bir ilişkiyi işaret etmektedir.

Anahtar Kelimeler

Scratch , Bilgi işlemsel düşünme , Azim , Pandemi

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Details

Primary Language

English

Subjects

Other Fields of Education (Other)

Journal Section

Research Article

Authors

Taner Arabacıoglu ^*
0000-0003-1116-1777
Türkiye

Early Pub Date

April 25, 2024

Publication Date

June 30, 2024

Submission Date

November 15, 2023

Acceptance Date

January 8, 2024

Published in Issue

Year 2024 Volume: 5 Number: 1

DOI

https://doi.org/10.52911/itall.1391292

IZ

https://izlik.org/JA64SY32WB

APA

Arabacıoglu, T. (2024). Scratch, computational thinking, and grit: At the beginning, during, and after the COVID-19 Pandemic. Instructional Technology and Lifelong Learning, 5(1), 1-20. https://doi.org/10.52911/itall.1391292

This work is licensed under a Creative Commons Attribution 4.0 International License.

Scratch, computational thinking, and grit: At the beginning, during, and after the COVID-19 Pandemic

Abstract

Keywords

Öz

Anahtar Kelimeler

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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