Block-based coding, attitude towards block-based coding, coding skills, inclusive students

This study aimed to examine the attitudes and skills of inclusion students, who are students with special educational needs, towards block-based coding. A mixed-methods approach, combining both quantitative and qualitative data, was utilized in the research. In the quantitative dimension of the study, a one-group pretest-posttest design, which is classified as a weak experimental design without a control group, was employed. The qualitative dimension was conducted using a case study approach. The study group consisted of five inclusion students (three males and two females) studying at an Anatolian high school located in the Altındağ district of Ankara, affiliated with the Ministry of National Education. Criterion sampling was used in the selection of participants. The research process was carried out over eight weeks, with two hours of instruction per week, totaling 16 hours of training. Four different data collection tools were used in the study. Quantitative data were obtained through the "Attitude Scale Towards Coding" and rubrics developed for block-based coding activities. Qualitative data were collected using a semi-structured interview form and researcher observation notes to gain in-depth insights into student perspectives. Descriptive statistics were used to determine the students' attitude levels toward block-based coding. To assess students' coding skill levels, rubrics for the activities conducted during the coding instruction were applied. To reveal changes in students' attitudes, the differences between pretest and posttest scores were analyzed using the Wilcoxon Signed-Ranks Test, a non-parametric statistical test. Additionally, descriptive statistics for both tests were examined. Alongside the quantitative data, qualitative data obtained from interviews and observation notes were included in the analysis to explore students' experiences and perceptions in depth. The interview data were analyzed using content analysis. According to the findings, the students' attitudes towards block-based coding were balanced, and the entire sample demonstrated moderate to high levels of positive attitudes. The coding skill levels were generally found to be "good" or "very good," although individual differences were observed. It was concluded that the block-based coding training positively affected the students' attitudes towards coding. The results indicated that students had an overall positive learning experience. Participants showed a curious attitude towards learning and were willing to improve their coding skills, especially in areas they were interested in. The coding training supported their technological literacy skills and had a positive impact on their development in this area. Participants also perceived block-based coding not only as a part of the current learning process but also as a tool that could contribute to their future professional lives. Additionally, improvements were observed in their social interactions and academic performance. Positive developments were also noted in attention, algorithmic thinking, and problem-solving skills.