Factors affecting the computational thinking skills of gifted 7th-grade students

This study is a quantitative research within the framework of a general survey model aiming to identify the factors influencing the information processing and computational thinking skills of gifted 7th-grade students, utilizing a relational survey model. The sample of this study consists of 550 gifted 7th-grade students continuing their education in 11 different science and art centers in the cities of Afyonkarahisar, Ankara, Aydın, Balıkesir, Bilecik, Bolu, Düzce, Kocaeli, Istanbul, İzmir, and Sakarya. In the process of collecting quantitative data for the study, the following scales and tests were used: Self-efficacy perception scale for information processing and computational thinking skills for middle school students, attitude scale for computer programming, collaborative learning skill level scale, 7th-grade mathematics achievement test, and information processing and computational thinking skills test. The analyses revealed significant relationships between information processing and computational thinking skills and mathematics achievement, collaborative learning skill level, self-efficacy perception for information processing and computational thinking skills, and attitude towards programming. Additionally, significant differentiation was found based on the gender variable in the mathematics achievement test, attitude towards programming, and self-efficacy perception for information processing and computational thinking skills, while no differentiation was observed for information processing and computational thinking skills in relation to the gender variable. Information processing and computational thinking skills, attitude towards programming, and self-efficacy perception for information processing and computational thinking skills differed based on the school type variable, while no differentiation was observed in the mathematics achievement test and collaborative learning skill level. Attitude towards programming varied based on the variable of taking coding courses, while no differentiation was found in mathematics achievement, information processing and computational thinking skills, collaborative learning skill level, and self-efficacy perception for information processing and computational thinking skills. Information processing and computational thinking skills, collaborative learning skill level, attitude towards programming, and self-efficacy perception for information processing and computational thinking skills differed based on the variable of maternal education level, while no differentiation was observed in mathematics achievement. Information processing and computational thinking skills, collaborative learning skill level, and attitude towards programming differed based on the variable of paternal education level, while no differentiation was found in mathematics achievement and self-efficacy perception for information processing and computational thinking skills.