Determining the relationship between secondary school students' self-efficacy perception and critical thinking tendencies regarding block-based programming

In this study, quantitative research methods, specifically descriptive and relational screening methods, were used to investigate the correlation between secondary school students' "self-efficacy perception regarding block-based programming" and their "critical thinking tendencies". The study was carried out by applying two scales, created using the 5-point Likert method, to students in grades 6, 7, and 8. The participants were selected from a total of 5 secondary schools that are under the jurisdiction of the Ministry of Education in Tokat. The data collection took place during the spring semester of the 2022-2023 academic year. Due to the incorporation of robotic coding classes into the curriculum starting from the second semester, the study did not include students in the fifth grade. A total of 629 students were included in the research using the easy sampling method. Specifically, there were 136 students from Gaziosmanpasa Secondary School, 98 students from Vakıfbank Namık Kemal Secondary School, 102 students from Mevlâna İmam Hatip Secondary School, 161 students from Mehmet Akif Ersoy İmam Hatip Secondary School, and 132 students from Fevzi Çakmak Secondary School. Out of the students included in the study, there were 290 males and 339 females. The overall number of students in the 6th grade is 227, while there are 218 children in the 7th grade and 184 students in the 8th grade. The data collecting instruments used in this study were two measures, namely "Self-Efficacy Perception Regarding Block-Based Programming" and "Critical Thinking Tendencies". Upon examination of the skewness and kurtosis values of the data, it was seen that the data followed a normal distribution. Subsequently, data analysis included the use of t-tests, ANOVA, and correlation tests. The study findings indicated that secondary school students displayed a moderate level of confidence in their self-efficacy views related to block-based programming, and a high level of confidence in their critical thinking disposition. Upon examination based on class and gender factors, it was shown that there was no significant difference. Upon analysis based on the variables of school and Scratch programme use, a significant difference was observed. When analysing the self-efficacy perceptions related to block-based programming, it was shown that male students displayed more positive attitudes compared to their female counterparts. Similarly, when students' perceptions of critical thinking tendencies were examined, it was seen that male students' perceptions of critical thinking tendencies were more positive than female students' perceptions. Upon investigating the correlation between students' self-efficacy attitudes towards block-based coding and their critical thinking tendencies, a statistically significant positive moderate relationship o was discovered between these two variables.