The University of Southampton
University of Southampton Institutional Repository

What is the relationship between students’ computational thinking performance and school achievement?

What is the relationship between students’ computational thinking performance and school achievement?
What is the relationship between students’ computational thinking performance and school achievement?
This study investigates the relationship between computational thinking performance and general school achievement and explores if computational thinking performance can be predicted by algebra and informatics achievement. The sample group of 775 grade 8 students are drawn from 28 secondary schools across Kazakhstan. Students responded to a Computational Thinking Performance test of 50 multiple-choice questions and Computational Thinking Scale questionnaire. The test covers the concepts: logical thinking, generalisation and abstraction. The validity and reliability of the multiple-choice questions are tested using Item Response Theory. The Likert type questionnaire covers five factors: creativity, algorithmic thinking, cooperation, critical thinking and problem solving. School achievement results (secondary data) include scores for a number of school subjects. The results of the study showed that the multiple-choice questions are valid and reliable tool to measure computational thinking performance of students, algebra, general school achievement and students’ perception of their computational thinking skills were significant predictors of computational thinking performance. The results revealed no gender difference in computational thinking performance and perceptions of computational thinking. The findings regarding the relationship between computational thinking performance of the students’ general school achievement and perceptions of computational thinking skills are compared and discussed.
Mindetbay, Yerkhan, Amankeldiuly
eca2153f-93ad-4ccd-9e46-7e6e9dcd6457
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Woollard, John
85f363e3-9708-4740-acf7-3fe0d1845001
Mindetbay, Yerkhan, Amankeldiuly
eca2153f-93ad-4ccd-9e46-7e6e9dcd6457
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Woollard, John
85f363e3-9708-4740-acf7-3fe0d1845001

Mindetbay, Yerkhan, Amankeldiuly, Bokhove, Christian and Woollard, John (2019) What is the relationship between students’ computational thinking performance and school achievement? International Journal of Computer Science Education in Schools. (In Press)

Record type: Article

Abstract

This study investigates the relationship between computational thinking performance and general school achievement and explores if computational thinking performance can be predicted by algebra and informatics achievement. The sample group of 775 grade 8 students are drawn from 28 secondary schools across Kazakhstan. Students responded to a Computational Thinking Performance test of 50 multiple-choice questions and Computational Thinking Scale questionnaire. The test covers the concepts: logical thinking, generalisation and abstraction. The validity and reliability of the multiple-choice questions are tested using Item Response Theory. The Likert type questionnaire covers five factors: creativity, algorithmic thinking, cooperation, critical thinking and problem solving. School achievement results (secondary data) include scores for a number of school subjects. The results of the study showed that the multiple-choice questions are valid and reliable tool to measure computational thinking performance of students, algebra, general school achievement and students’ perception of their computational thinking skills were significant predictors of computational thinking performance. The results revealed no gender difference in computational thinking performance and perceptions of computational thinking. The findings regarding the relationship between computational thinking performance of the students’ general school achievement and perceptions of computational thinking skills are compared and discussed.

Text
IJCSES paper Computational Thinking 17.01.2019 - Accepted Manuscript
Available under License Creative Commons Attribution.
Download (921kB)

More information

Accepted/In Press date: 24 January 2019

Identifiers

Local EPrints ID: 428337
URI: https://eprints.soton.ac.uk/id/eprint/428337
PURE UUID: 3dd20f34-c1c1-4cc4-ae81-063d5ea0b4cf
ORCID for Christian Bokhove: ORCID iD orcid.org/0000-0002-4860-8723

Catalogue record

Date deposited: 21 Feb 2019 17:30
Last modified: 25 Apr 2019 04:01

Export record

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of https://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×