The Effect of Gender, Grade, Time and Chronotype on Computational Thinking: Longitudinal Study
Problem-solving and critical thinking are associated with 21st century skills and have gained popularity as computational thinking skills in recent decades. Having such skills has become a must for all ages/grade levels. This study was conducted to examine the effects of grade level, gender, chronot...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Vilnius University
2022-09-01
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| Series: | Informatics in Education |
| Subjects: | |
| Online Access: | https://infedu.vu.lt/doi/10.15388/infedu.2022.22 |
| _version_ | 1811266898094981120 |
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| author | Zeliha DEMİR-KAYMAK İbrahim DUMAN Christoph RANDLER Mehmet Barış HORZUM |
| author_facet | Zeliha DEMİR-KAYMAK İbrahim DUMAN Christoph RANDLER Mehmet Barış HORZUM |
| author_sort | Zeliha DEMİR-KAYMAK |
| collection | DOAJ |
| description | Problem-solving and critical thinking are associated with 21st century skills and have gained popularity as computational thinking skills in recent decades. Having such skills has become a must for all ages/grade levels. This study was conducted to examine the effects of grade level, gender, chronotype, and time on computational thinking skills. To this end, the study was designed to follow a longitudinal research model. Participants were 436 secondary school students. Computational thinking test scores were collected from the students at certain time intervals. Results indicate that computational thinking skills are independent of gender, time, and chronotype but differ significantly depending on grade level. The interaction between grade level and time of testing also has a significant impact on computational thinking skills. The difference in grade level can be interpreted as taking an information technologies course increases computational thinking. The results suggest that such courses should be promoted to children at a young age. The joint effect of gender, grade level, and chronotype were not statistically significant and it is recommended to conduct future studies to investigate this result. |
| first_indexed | 2024-04-12T20:52:41Z |
| format | Article |
| id | doaj.art-940947f7d87c4b81943ee2335da2e162 |
| institution | Directory Open Access Journal |
| issn | 1648-5831 2335-8971 |
| language | English |
| last_indexed | 2024-04-12T20:52:41Z |
| publishDate | 2022-09-01 |
| publisher | Vilnius University |
| record_format | Article |
| series | Informatics in Education |
| spelling | doaj.art-940947f7d87c4b81943ee2335da2e1622022-12-22T03:17:05ZengVilnius UniversityInformatics in Education1648-58312335-89712022-09-0121346547810.15388/infedu.2022.22The Effect of Gender, Grade, Time and Chronotype on Computational Thinking: Longitudinal StudyZeliha DEMİR-KAYMAK0İbrahim DUMAN1Christoph RANDLER2Mehmet Barış HORZUM3Department of Computer Education and Instructional Technologies, Sakarya University, Sakarya,Department of Computer Education and Instructional Technologies, Hakkari University, Hakkari, TurkeyDepartment of Biology, Eberhard Karls University Tuebingen, Tuebingen, GermanyDepartment of Computer Education and Instructional Technologies, Sakarya University, Sakarya,Problem-solving and critical thinking are associated with 21st century skills and have gained popularity as computational thinking skills in recent decades. Having such skills has become a must for all ages/grade levels. This study was conducted to examine the effects of grade level, gender, chronotype, and time on computational thinking skills. To this end, the study was designed to follow a longitudinal research model. Participants were 436 secondary school students. Computational thinking test scores were collected from the students at certain time intervals. Results indicate that computational thinking skills are independent of gender, time, and chronotype but differ significantly depending on grade level. The interaction between grade level and time of testing also has a significant impact on computational thinking skills. The difference in grade level can be interpreted as taking an information technologies course increases computational thinking. The results suggest that such courses should be promoted to children at a young age. The joint effect of gender, grade level, and chronotype were not statistically significant and it is recommended to conduct future studies to investigate this result.https://infedu.vu.lt/doi/10.15388/infedu.2022.22Computational Thinkingchronotypetime of daygender |
| spellingShingle | Zeliha DEMİR-KAYMAK İbrahim DUMAN Christoph RANDLER Mehmet Barış HORZUM The Effect of Gender, Grade, Time and Chronotype on Computational Thinking: Longitudinal Study Informatics in Education Computational Thinking chronotype time of day gender |
| title | The Effect of Gender, Grade, Time and Chronotype on Computational Thinking: Longitudinal Study |
| title_full | The Effect of Gender, Grade, Time and Chronotype on Computational Thinking: Longitudinal Study |
| title_fullStr | The Effect of Gender, Grade, Time and Chronotype on Computational Thinking: Longitudinal Study |
| title_full_unstemmed | The Effect of Gender, Grade, Time and Chronotype on Computational Thinking: Longitudinal Study |
| title_short | The Effect of Gender, Grade, Time and Chronotype on Computational Thinking: Longitudinal Study |
| title_sort | effect of gender grade time and chronotype on computational thinking longitudinal study |
| topic | Computational Thinking chronotype time of day gender |
| url | https://infedu.vu.lt/doi/10.15388/infedu.2022.22 |
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