The effect of flipped classroom model on computational thinking skills, problem solving skills, and programming self-efficacy level in teaching robotic programming

This study aimed to examine the effect of the flipped classroom model on computational thinking skills, problem solving skills and programming self-efficacy level of secondary school students in teaching robotic programming within the scope of computer science course. For this purpose, a quasi-experimental research design with pretest-posttest control group was adopted from quantitative research methods. The sample of the study consisted of 54 high school students, including 26 participant experimental and 28 participant control groups. Within the scope of the research, an eight-week application was carried out in the 2021-2022 academic year. The data obtained as a result of the application were analyzed through descriptive and predictive statistics. As a result of the analysis of the data, when the post-test scores of the students in the experimental and control groups participating in the study were analyzed, no significant difference was found in computational thinking skills and problem-solving skills. On the contrary, a significant difference was found in the programming self-efficacy levels of the experimental and control group students in favor of the experimental group. Keywords: Flipped Classroom Model, Computational Thinking, Problem Solving Skills