An investigation of students on computational thinking skills in terms of logical- mathematical intellectuality and mathematics achievements

This study aimed to present the relationship between students' computational thinking skills and several variables such as logical mathematical intelligence self-perceptions and academic achievement in mathematics. The study utilized descriptive survey method which is one of the quantitative research method. The universe of the study was composed of 4th, 6th, 8th, 10th and 12th graders attending different schools in the province of Kastamonu during 2015-2016 academic year. a total of 1070 students (532 females, 538 males) participated in the study. Out of 1070 students, 103 attended 4th grade, 234 attended 6th grade, 254 attended 8th grade, 185 attended 10th grade and 294 attended 12th grade. Computational Thinking Levels Scale and Logical-Mathematical Intelligence Self-Perception Scale and were used as data collection tools. Data analysis was done by using SPSS program. Examination of students' computational thinking skill levels showed that computational thinking skills regressed when the grade level increased. Analysis of logical-mathematical intelligence self-perception levels pointed to regression in logical-mathematical intelligence self-perception levels as grade levels increased. It was found that increased computer time resulted in regression in students' computational thinking skill levels, logical-mathematical intelligence self-perception levels and problem solving levels. Results showed that compared to male students, female students had higher computational thinking skill levels and logical-mathematical intelligence self-perception levels. In terms of these skills, only the logical-mathematical intelligence self-perception levels were not statistically significant. A positive, high level relationship was identified between students' computational thinking skills and logical-mathematical intelligence self-perception levels and a medium level positive relationship was found between computational thinking skills and achievement in mathematics and similarly a medium level positive relationship existed. In the light of these results, it is identified that including computational thinking skills in the educational curriculum will positively affect the development of significant skills such as logical-mathematical intelligence and problem solving and suggestions include future research in these areas. Studies that focus on computational thinking skills of teachers and teacher candidates should be conducted as well since teachers will be the most important factors in case computational thinking skills are integrated into the curriculum.