Analysis of the effectiveness of GUTÜD instructional model in terms of certain variables

The aim of this research is to teach using Scratch, a block based education environment, containing same activities and content, and determine to what extent GUTÜD teaching model, constructivism model and direct teaching model affect self-efficacy perceptions of computational thinking skills, coding success, attitudes towards coding, and computational thinking skills. In this context, the study group of this research consists of ninety-nine students from three different classes selected randomly from a secondary school in Bolu province. GUTÜD model, direct instruction model and constructivism model were assigned to those randomly selected classes. A quasi-experimental pattern was used in this research. A self-efficacy perception scale for computational thinking skills, a coding achievement test for Scratch environment, an attitude scale towards coding and a computational thinking test were applied to the selected classes as pre and post tests. The lesson plans and activities were applied to the students by the expert teacher with the application of the pre tests two hours a week for eight weeks. Collected data were analyzed in SPSS 26 program. As a result of the analyses made on GUTÜD, direct instruction and constructivism models using the self-efficacy perception scale for computational thinking skills, the computational thinking test, the attitudes of secondary school students towards coding, and the coding achievement test for the scratch environment, the post-test scores of all groups were higher than the pre-test scores. GUTÜD, direct instruction and constructivism models have no significant difference amongst groups in terms of self-efficacy perception for computational thinking skills and computational thinking test. A significant difference was found between the secondary school students' attitudes towards coding and the coding achievement test for scratch environment.