The Influence and Relationship between Computational Thinking, Learning Motivation, Attitude, and Achievement of Code.org in K-12 Programming Education (2412.14180v1)

Abstract: This study examined the impact of Code.org's block-based coding curriculum on primary school students' computational thinking, motivation, attitudes, and academic performance. Twenty students participated, and a range of tools was used: the Programming Computational Thinking Scale (PCTS) to evaluate computational thinking, the Instructional Materials Motivation Survey (IMMS) for motivation, the Attitude Scale of Computer Programming Learning (ASCOPL) for attitudes, and the Programming Achievement Test (PAT) for programming performance. The results revealed significant improvements in computational thinking, motivation, attitudes, and programming performance, with strong positive correlations among these factors. ANOVA analysis highlighted significant differences in computational concepts, perspectives, and motivational factors like attention and confidence, emphasizing their interdependence in programming success. This study highlights the interconnectedness of these factors and their importance in supporting programming achievement in primary school students, addressing gaps in the literature on block-based programming education.