Matematik Destekli Programlamaya Giriş Eğitiminin Bilgi İşlemsel Düşünme Üzerindeki Etkisi

The study aims to research the effect of an introductory programming course equipped 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 seventy-six 6th-grade students of a public school participated in the study. Eighty-nine of these 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 two scales; Computational Thinking Test and Self-Efficacy Perception Scale for Computational Thinking Skills. After the study was completed, post-test scores were analyzed by 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.