The Effectiveness of Self-Directed Learning in Developing Computational Thinking of Middle School Students

Computational thinking (CT) is seen as one of the core elements fostered in STEM education, and many countries prepare and implement curricula for its development. Researchers realize that the development of CT in students at the elementary and middle school levels not only enables earlier use of CT, but also can better solute the problems in their daily learning. This study investigated the impact of self-directed learning on the development of CT in a block-based programming course. Using Pre- and posttest quasi-experimental research method, 128 students from a middle school were selected. Through the CT skill scale, the CT self-efficacy scale, and semistructured interviews, the quantitative and qualitative data were analyzed after four months of interventions. The findings revealed that the self-directed learning had a positive impact on middle school students’ CT skill and self-efficacy. Therefore, results revealed that self-directed learning is one of the effective learning strategies for developing CT of middle school students.