Investigation of the relationship between teachers' inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills

This study aimed to examine the relationship between Inquiry-Based Teaching Self-Efficacy and computational thinking skills for STEM + S teachers'. A correlational research design of a quantitative research model was used in this study. Fifteen schools were randomly selected in the center of Gaziantep province. It was assumed that there would be 30 teachers in each school, and the goal was to collect data from a total of 450 teachers. Data were collected from 459 teachers, and after the data were edited, the analysis continued with 369 data. Data were collected during the first period of the 2021-2022 academic year. Data collection tools are the Scale of Inquiry-Based Teaching Self-Efficacy for STEM + S and the Scale of Computational Thinking Skills. In addition to percentage and frequency analyzes, t-tests, one-way analysis of variance, simple regression, and multiple regression analyzes were performed in the data analyses. As a result of the study, It has been found that there is a moderately significant correlation between teachers' STEM + S inquiry-based self-efficacy and computational thinking skills. When we looked at the relationship between the participants' Computational Thinking Skills Scale scores and the STEM + S inquiry-based self-efficacy, the two variables had a moderate relationship. According to the simple linear regression analysis results, the inquiry-based learning self-efficacy scores for STEM + S predict the 38% variance in computational skills scores. In the multivariate regression analysis, it was found that the Discussion and Reflection sub-dimension of the Inquiry-Based Self-Efficacy Scale for STEM + S alone predicted 30% of the variance in Computational Thinking Skills.