COMPUTATIONAL THINKING AND SCIENCE VALUE: PREDICTORS OF SENIOR SCHOOL PHYSICS STUDENTS SCIENCE IDENTITY IN ILORIN, NIGERIA
Wasiu Olayinka YAHAYA, Abdulrazaq Oladimeji AKANBI, Quadri Yahaya, Abdulquadri Aishat YUSUF · 2024
Knowledge acquisition and positive learning outcomes serve as the major output of teaching-learning activities. To be able to think differently, independently, and creatively in nature for the decision-making process constitutes what is called computational thinking. The present study searched the senior school students’ science value as a mediating variable between computational thinking and science identity. Computational thinking as a multi-dimensional construct consists of creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving skills, as theorized in previous literature. The structural equation model approach was employed to analyze the collected data from 243 physics students. The findings of the study revealed that computational thinking dimensions had a weak and non-significant relationship with students’ science identity (p>.05, t<1.96). The study further revealed that the science value held by students does not significantly mediate the relationship between computational thinking dimensions and science identity. The study concluded that computational thinking does not portray students as being scientists. It is recommended to work on other determinant variables so as to determine the factors responsible for students science identity.