Effect of unplugged and plugged coding activities on secondary school students’ computational thinking skills

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dc.contributor.authorYılmaz, Tunahan
dc.contributor.authorİzmirli, Serkan
dc.date.accessioned2025-05-29T05:24:49Z
dc.date.available2025-05-29T05:24:49Z
dc.date.issued2023
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe objective of this research was to investigate the influence of both unplugged and plugged coding activities on the computational thinking skills of secondary school students. Using an experimental design with a pretest-posttest control group, the study indicated that students enhanced their computational thinking skills through engagement in coding activities. Specifically, students in the experimental group, participating in unplugged coding activities (Tospaa unplugged coding activities), exhibited heightened perception and improved performance in computational thinking skills in the post-test compared to the pre-test. Conversely, the control group, involved in plugged coding activities (Scratch block-based coding), did not show a significant change in perception of computational thinking skills in the post-test compared to the pre-test. However, their performance in computational thinking skills improved significantly in the post-test compared to the pre-test. Furthermore, no significant differences were observed in terms of the perception of computational thinking skills between the unplugged coding group and the plugged coding group, and similarly, no significant differences were found in terms of the computational thinking skills performance between unplugged and plugged groups. In conclusion, the study also shows a high alignment between students' perceptions of computational thinking and their actual performance in computational thinking.
dc.identifier.doi10.31681/jetol.1375335
dc.identifier.endpage1193
dc.identifier.issn2618-6586
dc.identifier.issue4
dc.identifier.startpage1180
dc.identifier.urihttps://doi.org/10.31681/jetol.1375335
dc.identifier.urihttps://hdl.handle.net/20.500.12428/31010
dc.identifier.volume6
dc.language.isoen
dc.publisherGürhan DURAK
dc.relation.ispartofJournal of Educational Technology and Online Learning
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20250529
dc.subjectComputational Thinking
dc.subjectCoding Education
dc.subjectUnplugged Coding
dc.subjectPlugged Coding
dc.subjectBlock-Based Coding
dc.titleEffect of unplugged and plugged coding activities on secondary school students’ computational thinking skills
dc.typeResearch Article

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