Understanding students’ pre-existing computational thinking skills and its relationship with their block programming performance

• In Event: RTD- Measurement & Assessment (h)

Short Description

In this quantitative causal-comparative study, we examined the pre-existing computational thinking skills from a group of underrepresented minority students from a local middle school. Results of multiple regression and post-hoc analyses showed a significant relationship between students’ CT skill performance in solving gaming and block-programming problems. No gender difference was detected when students’ prior robotics learning experience was taken into consideration. We did not find the impact of students’ prior programming experience, either.

Authors

• Presenter: Shenghua Zha, University of South Alabama

• Contributor: Joe'l Lewis Billingsley, University of South Alabama