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Volume 11 Issue 2 (December 2017)

The Effects of Scratch Software on Students' Computational Thinking Skills

Eyup YÜNKÜL, Gürhan Durak, Serkan ÇANKAYA, Zeynel Abidin MISIRLI


The aim of this study is to determine the correlation between the scores of the computational thinking skills scale (CTSS) and the achievements of students’ who took the Scratch programming education given within the scope of the course, Information & Communication Technology and Software and to investigate the effect of scratch education on the CTSS scores. In this quantitative study, the CTSS scores, the cumulative grade point averages (CGPA) of the students and the exam scores of the course were used. Before the experimental process, the CGPA scores of the 69 students were compared with t-test in two secondary schools in Balıkesir. It was found that students in two different schools have similar CGPAs. Scratch education was given to the students in the first school for a semester within the scope a course. At the end of the semester the CTSS was applied in two schools and it was found that students in the first school who were given scratch education had significantly higher scores in CTSS than the scores of students in the second schools who were not given scratch education. At this point, it can be assumed that Scratch education had a positive effect in the problem solving, algorithmic thinking and creative thinking skills which were dimensions of the CTSS. Besides, exam scores and CTSS scores of students in the experimental group were compared and it was found that there was a high level correlation between them. Accordingly, it can be said that students who are good at computational thinking skills are also good at programing. When the high scores of students in both CTSS and exam of the course was considered, it is important to disseminate the scratch education in K12 level.

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