The Impact of Peer Tutoring on Primary School Students’ Computational Thinking in Robotics Activities (Poster 27)

• In Event: AERA Poster Session Wednesday 12:40 p.m.
  In Poster Session: STEM and Digital Tools in Education

Abstract

This study examines the effectiveness of peer tutoring (PT) in enhancing computational thinking (CT) through educational robotics (ER) activities in primary education. Forty students from a European public elementary school participated, with fifth graders as tutors and fourth graders as tutees. The study employed a quasi-experimental design involving pre-and post-tests to measure CT skills and semi-structured interviews. Results showed significant improvements in CT for both tutors and tutees, with statistical analyses indicating no significant difference in post-test scores between the groups, signifying the positive impact of peer tutoring in the context of robotics activities for both groups. Qualitative data highlighted benefits such as enhanced learning, new friendships, and improved social skills.

Authors

• Vasia Anastasiou, University of Cyprus

• Charoula M. Angeli, University of Cyprus

• Yiota H. Diakou, University of Cyprus