A Mixed Methods Case Study on Enhancing CS Knowledge and Coding Skills in Elementary Students

• In Event: AERA Poster Session Saturday 11:45 am
  In Poster Session: Snapshots from the Field: Technology-Enhanced Teaching and Learning

Abstract

This mixed-methods study examined how a strategically designed CS curriculum combining unplugged conceptual activities with hands-on coding experiences enhances elementary students' understanding of advanced CS concepts. Research indicates that elementary students often struggle with foundational CS concepts such as variables and conditionals, which are underemphasized in existing curricula. Through collaborative design with teachers, we implemented a 14-activity intervention (11 unplugged, 3 plugged) with 13 fourth and fifth-graders. Using a convergent mixed methods approach, we analyzed pre-, mid-, and post-test scores of a coding task alongside cognitive interviews. Quantitative results revealed a statistically significant improvement in coding performance and demonstrated progressive development in students' conceptual understanding and ability to articulate CS concepts such as data, variables, and conditionals.

Authors

• Fatema Nasrin, University of Alabama

• Jihane Amayou, University of Alabama

• Idowu David Awoyemi, University of Alabama

• Parastoo Abedini, University of Alabama

• Vahid Mousavi, University of Alabama

• Mohammad Mohi Uddin, University of Alabama

• Feiya Luo, University of Alabama

• Amy C. Hutchison, University of Alabama