Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students
Hatice Yıldız Durak, Mustafa Sarıtepeci, Ahmet Alptekin Topcu, Aykut Durak · Advances in early childhood and K-12 education · 2020
This study examined the predictiveness of demographic and academic variables and the variables which are in relation with programming on computational thinking (CT) self-efficacy of middle school students who received and who did not receive programming education. Relational screening model was utilized in this study. One-hundred ninety-nine middle school students from 5th and 6th grades in Turkey composed the participants of the research. As the result of the research, it was found that CT self-efficacy level is low. Furthermore, programming experiences of the students are approximately two years. The most important predictor of CT self-efficacy of the students who received programming education is demographic variables. Predictive variables' relative order of importance on CT self-efficacy of the students who received programming education are gender, utilized programming tool, math class grade point average, and attitude towards programming.