أثر تدريس البرمجة باستخدام سكراتش عن بعد نحو تنمية مهارات التفكير الحاسوبي لطلبة المرحلة الإبتدائية بالمملكة العربية السعودية

الملخص EN

The study aims to explore the effect of teaching programming using Scratch at distance on developing computational thinking skills (CT) for primary school students.

A quasi-experimental design was applied, and 121 students participated.

Students were taught a number of programming lessons using Scratch at distance by utilizing a combination of the two methods (Synchronous and Asynchronous).

Results showed statistically significant differences α=0.05 in favor of the Post-test of the CTS as a whole, with a small effect size, Although there were differences in the averages between the pre-test and post-test for all sub-skills of CT; however, only the algorithm’s skill was statistically significant at α=0.001.

In addition, results indicated statistically significant differences between the average scores of males and females in favor of males.

Finally, no statistically significant differences were attributed to the school stage variable (4th-grade, 5th-grade, 6th-grade).