Effects of a Coding Hybrid Activity Package on Computational Thinking Skills of Upper Primary Students

Abstract

The objectives of this research were (1) to compare computational thinking skills before and after learning with the activity set of the experimental group, and (2) to compare the average score of computational thinking skills development between the experimental and control groups. This research was quasi-experimental research. The instruments used were (1) a set of hybrid coding activities to promote computational thinking skills in grade 6 students, (2) a set of conventional coding activities to promote computational thinking skills in grade 6 students, (3) 12 lesson plans in science and technology for grade 6 students, 1 hour per plan, totaling 12 hours, to be used with the experimental and control groups, (4) a test to measure computational thinking skills, and (5) a qualitative data analysis form of the students’ work. The statistics used in data analysis were mean (M) and standard deviation (SD), including dependent samples t-test and independent samples t-test. The results of the research found that 1) the mean score of computational thinking skill of the experimental group after using the integrated coding activity set was significantly higher than before using the integrated coding activity set at the .05 level. 2) The results of the comparison of the mean score of computational thinking skill development between the experimental and control groups found that the mean score of computational thinking skill development between the experimental groups was significantly higher than the control group at the .05 level.