Research Information System
Instructional Technology and Lifelong Learning, vol.5, no.1, pp.21-46, 2024 (Peer-Reviewed Journal)
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 pretest 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.