Effects of Scratch-Based Constructionist Learning Activities on Computational Thinking Skills and Learning Motivation among Grade 8 Students

Abstract

This study aimed to compare students’ knowledge and understanding of computational thinking, examine the progression of computational thinking knowledge and understanding, and compare the learning motivation of students who learned through Scratch-based instruction and those who learned through lecture-based instruction. A quasi-experimental research design was employed. The participants were 51 Grade 8 students, divided into two groups: an experimental group of 26 students who received Scratch-based learning activities and a control group of 25 students who received lecture-based instruction. The research instruments consisted of two types: a pretest and posttest measuring students’ knowledge and understanding of computational thinking, and a pretest and posttest learning motivation questionnaire. Quantitative data were analyzed using t-tests. The results revealed that the experimental group who received Scratch-based learning activities achieved significantly higher mean scores in computational thinking skills after the intervention than before the intervention at the .05 significance level. In contrast, although the control group demonstrated an increase in mean posttest scores, the difference was not statistically significant. Furthermore, the experimental group showed significantly higher mean learning motivation scores after the intervention than before the intervention across several dimensions. The experimental group also demonstrated significantly higher learning motivation scores than the control group. These findings indicate that Scratch-based learning was more effective than lecture-based instruction in developing students’ computational thinking skills and enhancing their learning motivation.