Instructional interventions for computational thinking: Examining the link between computational thinking and academic performance

Teaching computational thinking (CT) has become a priority for educators and policymakers tasked with educating and training students for future jobs which are predicted to be increasingly automated. Recent research on effective instructional interventions for developing computational thinking skill...

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Autores principales:	David John Lemay, Ram B. Basnet, Tenzin Doleck, Paul Bazelais, Anoop Saxena
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Computational thinking Academic performance Computer science School curricula Electronic computers. Computer science QA75.5-76.95 Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/ed79cd5c52f44fd7b36317d70271a485
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spelling	oai:doaj.org-article:ed79cd5c52f44fd7b36317d70271a4852021-11-24T04:34:41ZInstructional interventions for computational thinking: Examining the link between computational thinking and academic performance2666-557310.1016/j.caeo.2021.100056https://doaj.org/article/ed79cd5c52f44fd7b36317d70271a4852021-12-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2666557321000276https://doaj.org/toc/2666-5573Teaching computational thinking (CT) has become a priority for educators and policymakers tasked with educating and training students for future jobs which are predicted to be increasingly automated. Recent research on effective instructional interventions for developing computational thinking skills, including algorithmic and critical thinking, problem-solving, creativity, and cooperativity, suggests that teaching and learning CT can improve student academic performance. In fact, the extant literature is quite sanguine about the topic of CT. However, few studies have attempted to establish a relationship between CT skills and academic performance.In the present cross-sectional study, we employ path analysis to model the structural relationship between self-reported CT skills and academic performance of a sample of 81 computer science undergraduates enrolled at a Southwestern American university. We found few direct relationships between CT skills and academic performance. We only find a significant positive relationship between creativity and academic performance and a significant negative relationship between cooperativity and academic performance. Our findings are surprising considering the abundant research promoting computational thinking as a key component of 21st century skills. The findings call for further in-depth analysis of computational thinking and the influence on students’ learning and learning outcomes. We discuss our results with respect to recent educational mandates for including CT and instructional alignment in school curricula. Our findings contribute to the existing discussion by helping to clarify the relationship between CT skills and academic performance in higher education.David John LemayRam B. BasnetTenzin DoleckPaul BazelaisAnoop SaxenaElsevierarticleComputational thinkingAcademic performanceComputer scienceSchool curriculaElectronic computers. Computer scienceQA75.5-76.95Theory and practice of educationLB5-3640ENComputers and Education Open, Vol 2, Iss , Pp 100056- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Computational thinking Academic performance Computer science School curricula Electronic computers. Computer science QA75.5-76.95 Theory and practice of education LB5-3640
spellingShingle	Computational thinking Academic performance Computer science School curricula Electronic computers. Computer science QA75.5-76.95 Theory and practice of education LB5-3640 David John Lemay Ram B. Basnet Tenzin Doleck Paul Bazelais Anoop Saxena Instructional interventions for computational thinking: Examining the link between computational thinking and academic performance
description	Teaching computational thinking (CT) has become a priority for educators and policymakers tasked with educating and training students for future jobs which are predicted to be increasingly automated. Recent research on effective instructional interventions for developing computational thinking skills, including algorithmic and critical thinking, problem-solving, creativity, and cooperativity, suggests that teaching and learning CT can improve student academic performance. In fact, the extant literature is quite sanguine about the topic of CT. However, few studies have attempted to establish a relationship between CT skills and academic performance.In the present cross-sectional study, we employ path analysis to model the structural relationship between self-reported CT skills and academic performance of a sample of 81 computer science undergraduates enrolled at a Southwestern American university. We found few direct relationships between CT skills and academic performance. We only find a significant positive relationship between creativity and academic performance and a significant negative relationship between cooperativity and academic performance. Our findings are surprising considering the abundant research promoting computational thinking as a key component of 21st century skills. The findings call for further in-depth analysis of computational thinking and the influence on students’ learning and learning outcomes. We discuss our results with respect to recent educational mandates for including CT and instructional alignment in school curricula. Our findings contribute to the existing discussion by helping to clarify the relationship between CT skills and academic performance in higher education.
format	article
author	David John Lemay Ram B. Basnet Tenzin Doleck Paul Bazelais Anoop Saxena
author_facet	David John Lemay Ram B. Basnet Tenzin Doleck Paul Bazelais Anoop Saxena
author_sort	David John Lemay
title	Instructional interventions for computational thinking: Examining the link between computational thinking and academic performance
title_short	Instructional interventions for computational thinking: Examining the link between computational thinking and academic performance
title_full	Instructional interventions for computational thinking: Examining the link between computational thinking and academic performance
title_fullStr	Instructional interventions for computational thinking: Examining the link between computational thinking and academic performance
title_full_unstemmed	Instructional interventions for computational thinking: Examining the link between computational thinking and academic performance
title_sort	instructional interventions for computational thinking: examining the link between computational thinking and academic performance
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/ed79cd5c52f44fd7b36317d70271a485
work_keys_str_mv	AT davidjohnlemay instructionalinterventionsforcomputationalthinkingexaminingthelinkbetweencomputationalthinkingandacademicperformance AT rambbasnet instructionalinterventionsforcomputationalthinkingexaminingthelinkbetweencomputationalthinkingandacademicperformance AT tenzindoleck instructionalinterventionsforcomputationalthinkingexaminingthelinkbetweencomputationalthinkingandacademicperformance AT paulbazelais instructionalinterventionsforcomputationalthinkingexaminingthelinkbetweencomputationalthinkingandacademicperformance AT anoopsaxena instructionalinterventionsforcomputationalthinkingexaminingthelinkbetweencomputationalthinkingandacademicperformance
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Instructional interventions for computational thinking: Examining the link between computational thinking and academic performance

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