Examining the effectiveness of the gutud instructional model in terms of certain variables in the context of robotic coding

Computer science education is recognized as an important tool for equipping students with essential 21st-century skills such as problem-solving, algorithmic thinking, creativity, collaboration, and technological literacy. The aim of this research is to examine the impact of the GUTÜD (Observe, Practice, Design, Produce, Evaluate) instructional model on 6th grade students' computational thinking skills, attitudes toward coding, self-efficacy perceptions, sense of academic achievement, and classroom engagement levels during the robotics-based computer science education process. A quasi-experimental design was employed in the study; the experimental group received instruction through the GUTÜD model, while the control group was taught using traditional methods. The study group consisted of two sixth-grade classes from a public middle school located in the central district of Bolu province. Data collection tools included a computational thinking test, a self-efficacy perception scale, a coding attitude scale, an academic achievement emotion scale, and a classroom engagement scale. Data were analyzed using the SPSS software program, and independent samples t-tests and analysis of covariance (ANCOVA) were conducted for comparisons between groups. According to the findings, the GUTÜD instructional model had a statistically significant positive effect on students' self-efficacy perceptions, attitudes toward coding, sense of achievement, and classroom engagement levels compared to traditional instruction. However, no significant difference was found between the groups in terms of computational thinking test results. In conclusion, with its student-centered, practice-based, and creativity-oriented approach, the GUTÜD instructional model stands out as an effective method for enhancing the efficiency of robotics-based computer science education. In this context, the findings provide recommendations for the use of active learning methods in computer science education and contribute to the development of educational policies.