The Effect of Gender, High School Major, Admission Process, and Year of Study towards Pre-Service Elementary Teachers' Computational Thinking Skills
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| Title: | The Effect of Gender, High School Major, Admission Process, and Year of Study towards Pre-Service Elementary Teachers' Computational Thinking Skills |
|---|---|
| Language: | English |
| Authors: | Zetra Hainul Putra (ORCID |
| Source: | Education and Information Technologies. 2025 30(11):15871-15889. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Gender Differences, High School Students, Majors (Students), Prior Learning, College Admission, Preservice Teachers, Preservice Teacher Education, Elementary School Teachers, Computation, Thinking Skills, Mathematics Teachers, Mathematics Skills, Foreign Countries, Undergraduate Students, Curriculum Development |
| Geographic Terms: | Indonesia |
| DOI: | 10.1007/s10639-025-13429-4 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | Computational thinking, a critical cognitive process from computer science, has gained prominent role in various academic domains, particularly mathematics. It involves problem decomposition, pattern recognition, algorithmic thinking, and abstraction. While previous studies have extensively explored computational thinking at the primary and secondary education levels, there is a noticeable gap in studies focused on pre-service teachers. This study seeks to bridge that gap by analyzing the computational thinking skills of pre-service elementary teachers in Riau, Indonesia. The research employs a quantitative approach, utilizing non-parametric tests to examine the influence of different variables, including gender, high school major, admission process, and year of study. A sample of 244 pre-service elementary teachers from the Elementary Teacher Education at a Public University in Riau, Indonesia, participated in the study, with data collected through a validated test comprising 22 questions based on computational thinking frameworks. The findings reveal significant differences in computational thinking skills based on the admission process and high school major. However, no significant differences were evident concerning gender and academic cohorts. These results provide valuable insights into the program to support pre-service elementary teachers' computational thinking through curriculum development in this area. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478987 |
| Database: | ERIC |
| Abstract: | Computational thinking, a critical cognitive process from computer science, has gained prominent role in various academic domains, particularly mathematics. It involves problem decomposition, pattern recognition, algorithmic thinking, and abstraction. While previous studies have extensively explored computational thinking at the primary and secondary education levels, there is a noticeable gap in studies focused on pre-service teachers. This study seeks to bridge that gap by analyzing the computational thinking skills of pre-service elementary teachers in Riau, Indonesia. The research employs a quantitative approach, utilizing non-parametric tests to examine the influence of different variables, including gender, high school major, admission process, and year of study. A sample of 244 pre-service elementary teachers from the Elementary Teacher Education at a Public University in Riau, Indonesia, participated in the study, with data collected through a validated test comprising 22 questions based on computational thinking frameworks. The findings reveal significant differences in computational thinking skills based on the admission process and high school major. However, no significant differences were evident concerning gender and academic cohorts. These results provide valuable insights into the program to support pre-service elementary teachers' computational thinking through curriculum development in this area. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13429-4 |
