The effect of algorithm and coding training upon computational thinking, reflective thinking towards problem solving and attitude on coding

Within the scope of algorithm and coding education, it was aimed to determine secondary school students' self-efficacy perceptions towards computational thinking skills, reflective thinking skills towards problem solving and attitudes towards coding education and to examine them in terms of various variables. In the study, convergent parallel mixed method design, one of the mixed method designs, was used. In the quantitative dimension of the mixed method design, weak experimental design and in the qualitative dimension, case study method was used. In the study, "The Self-Efficacy Perception Scale for Computational Thinking Skills", " Reflective Thinking Skill Scale towards Problem Solving ", "Attitude Scale for Coding Education" and "Semi-structured Interview Form" were used. The quantitative participant group of the study consisted of 172 students from the 5th grade students studying at the secondary education level of a public school in the spring semester of the 2022-2023 academic year and the qualitative participants consisted of 12 students in the same sample. In the analysis of the data obtained from the study, dependent sample t-test, independent sample t-test, Anova test and Pearson correlation analysis were used for quantitative data, while qualitative data were analysed by content analysis method. As a result of the findings obtained from the research, it was found that there was a statistically significant difference in students' self-efficacy perceptions of computational thinking skills, reflective thinking skills towards problem solving and attitudes towards coding after algorithm and coding training. The study also found that there was no significant difference in students' self-efficacy perceptions of computational thinking skills, reflective thinking skills towards problem solving and attitudes towards coding before and after algorithm and coding training according to gender, computer and/or tablet usage time and daily internet usage time variables. When the qualitative findings of the study were analysed, it was seen that the students who received algorithm and coding education found the work done with block-based coding programmes enjoyable, fun and interesting. It was determined that the students designed their own games within the scope of the education they received and that they thought of having a profession in the field of information technologies in the future. In the study, it was also found that algorithm and coding education contributed to the learning of other courses and learning algorithms was useful in developing coding skills.