Abstracts
Abstract
In recent years, computational thinking has garnered increased attention as an essential problem-solving skill. One of the methods to develop students’ computational thinking skills is robotic coding activities. This study sought to investigate the impact of robotic coding activities on the self-efficacy perceptions of secondary school students’ computational thinking skills. A one-group pretest-posttest quasi-experimental design was employed, involving 32 secondary school students. These students, organized in groups of four, engaged in hands-on robotic coding activities using Lego Mindstorms EV3 Education robots over a total of 20 hours. Data were collected before and after the robotic coding activities using the Self-Efficacy Perception Scale for Computational Thinking Skills (SEPSCTS) instrument, comprising 36 items categorized into five factors. The data were analyzed using paired samples t-tests and analysis of covariance (ANCOVA). The results demonstrated a significant increase in students’ self-efficacy perceptions of computational thinking skills following the activities, with this increase observed consistently across genders. Finally, the challenges encountered during research and practice were reported, along with the study’s limitations, to inform future research endeavours.
Keywords:
- computational thinking,
- perception,
- robotic coding,
- self-efficacy
Résumé
Ces dernières années, la pensée computationnelle a fait l’objet d’une attention accrue en tant que compétence essentielle pour la résolution de problèmes. L’une des méthodes pour développer les compétences des élèves en matière de pensée computationnelle est le codage robotique. Cette étude visait à examiner l’impact des activités de codage robotique sur les perceptions d’auto‑efficacité des compétences de pensée computationnelle des élèves du secondaire. Un modèle quasi expérimental prétest-post-test à groupe unique a été utilisé, impliquant 32 élèves du secondaire. Ces élèves, organisés en groupes de quatre, ont participé à des activités pratiques de codage robotique en utilisant des robots Lego Mindstorms EV3 Education pendant un total de 20 heures. Les données ont été collectées avant et après les activités de codage robotique à l’aide de l’instrument Self-Efficacy Perception Scale for Computational Thinking Skills (SEPSCTS pour ses sigles en anglais), qui comprend 36 éléments répartis en cinq facteurs. Les données ont été analysées à l’aide de tests t pour échantillons appariés et d’analyses de covariance (ANCOVA). Les résultats ont démontré une augmentation significative des perceptions d’auto‑efficacité des élèves en matière de compétences de pensée computationnelle à la suite des activités, cette augmentation étant observée de manière cohérente entre les genres. Finalement, les défis rencontrés au cours de la recherche et de la pratique ont été rapportés, ainsi que les limites de l’étude, afin d’informer les recherches futures.
Mots-clés :
- pensée computationnelle,
- perception,
- codage robotique,
- auto efficacité
Appendices
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