TY - JOUR
T1 - Computational thinking and academic achievement
T2 - A meta-analysis among students
AU - Lei, Hao
AU - Chiu, Ming Ming
AU - Li, Feng
AU - Wang, Xi
AU - Geng, Ya jing
N1 - Publisher Copyright:
© 2020 Elsevier Ltd
PY - 2020/11
Y1 - 2020/11
N2 - This meta-analysis examines whether greater computational thinking is linked to greater academic achievement among students from 1st graders in primary school to 4th year seniors at university. Results from 34 studies showed that computational thinking and academic achievement were positively correlated (0.288). Moderator analysis showed that this correlation was (a) stronger among students in Eastern cultures than Western cultures; (b) strongest among primary school students, less strong among secondary school students, and weakest among undergraduates; (c) stronger among females than males; and (d) strongest when assessing assignment scores; less strong with GPA, course grade, or tests; and weakest with quizzes. Neither subject content (e.g., math, science) nor sampling strategy (e.g., randomized, convenience) moderated the link between computational thinking and academic achievement. In sum, the positive link between computational thinking and academic achievement is moderated by culture, grade, achievement indicators, and gender.
AB - This meta-analysis examines whether greater computational thinking is linked to greater academic achievement among students from 1st graders in primary school to 4th year seniors at university. Results from 34 studies showed that computational thinking and academic achievement were positively correlated (0.288). Moderator analysis showed that this correlation was (a) stronger among students in Eastern cultures than Western cultures; (b) strongest among primary school students, less strong among secondary school students, and weakest among undergraduates; (c) stronger among females than males; and (d) strongest when assessing assignment scores; less strong with GPA, course grade, or tests; and weakest with quizzes. Neither subject content (e.g., math, science) nor sampling strategy (e.g., randomized, convenience) moderated the link between computational thinking and academic achievement. In sum, the positive link between computational thinking and academic achievement is moderated by culture, grade, achievement indicators, and gender.
KW - Academic achievement
KW - Computational thinking
KW - Meta-analysis
KW - Students
UR - https://www.scopus.com/pages/publications/85090963401
U2 - 10.1016/j.childyouth.2020.105439
DO - 10.1016/j.childyouth.2020.105439
M3 - 文章
AN - SCOPUS:85090963401
SN - 0190-7409
VL - 118
JO - Children and Youth Services Review
JF - Children and Youth Services Review
M1 - 105439
ER -