The Effect of Math-Supported Introductory Programming Education on Computational Thinking
Abstract
The study aims to research the effect of an introductory programming course with math-based programming activities on computational thinking skills and self-efficacy. A static-groups pre-test post-test quasi-experimental design was used. One hundred and seventy-six 6th-grade public school students participated in the study. Eighty-nine students were in the experimental group, and 87 were in the control group. While the students in the experimental group received introductory programming education with Math-supported activities, the students in the control group received programming education with traditional course activities. Equivalent programming activities were carried out in both groups. Data were collected via the Computational Thinking Test and Self-Efficacy Perception Scale for Computational Thinking Skills. After the study, post-test scores were analyzed using ANCOVA analysis by controlling pre-test scores. The findings indicated no difference between the two groups regarding computational thinking test performance. Similarly, no conclusion stated a difference between the groups' perceptions of self-efficacy of computational thinking. According to these results, evaluations regarding the positive and negative effects of using mathematics and programming together in an elementary programming education, which is thought to be related to Computational Thinking Skills, were reached at the skills of the study.
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References
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