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Effectiveness of Combined Unplugged and Block-Based Programming Approaches on Computational Thinking Skills and Programming Attitudes Across Gender

This study addresses the challenge of effectively developing computational thinking (CT) skills and fostering positive attitudes towards programming among secondary students in fully boarding schools in Kedah, Malaysia. The primary objective is to evaluate the impact of integrating Unplugged Activit...

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Main Author: Badruliman, Batni
Format: Thesis
Language:English
Published: Unimas Publisher 2024
Subjects:
L Education (General)
LB1603 Secondary Education. High schools
Online Access:http://ir.unimas.my/id/eprint/46432/3/Thesis%20MSc_Badruliman%20Batni.pdf
http://ir.unimas.my/id/eprint/46432/
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spelling my.unimas.ir-464322024-10-21T07:58:35Z http://ir.unimas.my/id/eprint/46432/ Effectiveness of Combined Unplugged and Block-Based Programming Approaches on Computational Thinking Skills and Programming Attitudes Across Gender Badruliman, Batni L Education (General) LB1603 Secondary Education. High schools This study addresses the challenge of effectively developing computational thinking (CT) skills and fostering positive attitudes towards programming among secondary students in fully boarding schools in Kedah, Malaysia. The primary objective is to evaluate the impact of integrating Unplugged Activities (UA) with Block-Based Programming (BBP) (UA+BBP) compared to using BBP alone. The proposed solution combines tactile, hands-on activities with digital programming tools to create a more engaging and comprehensive learning experience. Using a quasi-experimental design with mixed-methods analysis, the study involved two groups: one using only BBP and the other using UA+BBP. Quantitative analysis, including two-way ANCOVA and Welch’s ANOVA, was used to assess the effects of teaching methods and gender on CT skills and programming attitudes. Results showed that while both groups improved in CT skills, there were no statistically significant differences in post-test scores between the two teaching methods. Gender did not significantly impact CT skill development. However, the UA+BBP group exhibited significantly higher attitudes towards programming compared to the BBP-only group (mean difference = 0.65741, p < 0.001). Additionally, the integrated approach balanced gender differences in attitudes, unlike the BBP-only group where males scored significantly higher than females. Qualitative data from student interviews provided deeper insights, revealing that fun and challenging UA+BBP activities enhanced their understanding of CT and made programming more accessible and enjoyable. The findings suggest that integrating unplugged activities with BBP not only enriches students’ learning experiences but also cultivates a more positive and inclusive attitude towards programming. This study underscores the potential of blended teaching strategies in advancing CT education in secondary schools. Unimas Publisher 2024-10-20 Thesis NonPeerReviewed text en http://ir.unimas.my/id/eprint/46432/3/Thesis%20MSc_Badruliman%20Batni.pdf Badruliman, Batni (2024) Effectiveness of Combined Unplugged and Block-Based Programming Approaches on Computational Thinking Skills and Programming Attitudes Across Gender. Masters thesis, Universiti Malaysia Sarawak.
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic L Education (General)
LB1603 Secondary Education. High schools
spellingShingle L Education (General)
LB1603 Secondary Education. High schools
Badruliman, Batni
Effectiveness of Combined Unplugged and Block-Based Programming Approaches on Computational Thinking Skills and Programming Attitudes Across Gender
description This study addresses the challenge of effectively developing computational thinking (CT) skills and fostering positive attitudes towards programming among secondary students in fully boarding schools in Kedah, Malaysia. The primary objective is to evaluate the impact of integrating Unplugged Activities (UA) with Block-Based Programming (BBP) (UA+BBP) compared to using BBP alone. The proposed solution combines tactile, hands-on activities with digital programming tools to create a more engaging and comprehensive learning experience. Using a quasi-experimental design with mixed-methods analysis, the study involved two groups: one using only BBP and the other using UA+BBP. Quantitative analysis, including two-way ANCOVA and Welch’s ANOVA, was used to assess the effects of teaching methods and gender on CT skills and programming attitudes. Results showed that while both groups improved in CT skills, there were no statistically significant differences in post-test scores between the two teaching methods. Gender did not significantly impact CT skill development. However, the UA+BBP group exhibited significantly higher attitudes towards programming compared to the BBP-only group (mean difference = 0.65741, p < 0.001). Additionally, the integrated approach balanced gender differences in attitudes, unlike the BBP-only group where males scored significantly higher than females. Qualitative data from student interviews provided deeper insights, revealing that fun and challenging UA+BBP activities enhanced their understanding of CT and made programming more accessible and enjoyable. The findings suggest that integrating unplugged activities with BBP not only enriches students’ learning experiences but also cultivates a more positive and inclusive attitude towards programming. This study underscores the potential of blended teaching strategies in advancing CT education in secondary schools.
format Thesis
author Badruliman, Batni
author_facet Badruliman, Batni
author_sort Badruliman, Batni
title Effectiveness of Combined Unplugged and Block-Based Programming Approaches on Computational Thinking Skills and Programming Attitudes Across Gender
title_short Effectiveness of Combined Unplugged and Block-Based Programming Approaches on Computational Thinking Skills and Programming Attitudes Across Gender
title_full Effectiveness of Combined Unplugged and Block-Based Programming Approaches on Computational Thinking Skills and Programming Attitudes Across Gender
title_fullStr Effectiveness of Combined Unplugged and Block-Based Programming Approaches on Computational Thinking Skills and Programming Attitudes Across Gender
title_full_unstemmed Effectiveness of Combined Unplugged and Block-Based Programming Approaches on Computational Thinking Skills and Programming Attitudes Across Gender
title_sort effectiveness of combined unplugged and block-based programming approaches on computational thinking skills and programming attitudes across gender
publisher Unimas Publisher
publishDate 2024
url http://ir.unimas.my/id/eprint/46432/3/Thesis%20MSc_Badruliman%20Batni.pdf
http://ir.unimas.my/id/eprint/46432/
_version_ 1814942171371929600
score 13.222552

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