The impact of using various programming tools on pre-service teachers’ self-efficacy beliefs and computational thinking skills
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https://doi.org/10.70736/ijoess.540Keywords:
Programming teaching, computational thinking, self-efficacy beliefs, pre-service teachers, mathematics teachingAbstract
This study investigates the effects of different programming tools on the self-efficacy beliefs and computational thinking skills of pre-service elementary mathematics teachers. The growing integration of computational thinking in education necessitates research on how programming education influences teachers’ confidence and problem-solving abilities, particularly in mathematics teaching. The study was conducted over 12 weeks with 47 university students enrolled in an Elementary Mathematics Teacher Education Program. A quasi-experimental research design was employed, with pre-test and post-test measurements to assess the impact of programming education. Participants were divided into two experimental groups: one using a block-based programming environment (Scratch) and the other using a text-based programming language (C#). The structured implementation of programming instruction allowed for a systematic comparison of how different approaches influence computational thinking and self-efficacy in teaching mathematics. The results indicate a strong positive correlation between computational thinking skills and self-efficacy beliefs in mathematics teaching. Both programming tools contributed significantly to the improvement of these skills, demonstrating that exposure to algorithmic thinking and coding enhances teachers’ confidence in their ability to teach mathematics. However, no statistically significant difference was found between the groups, suggesting that both block-based and text-based programming approaches are effective in fostering computational thinking and self-efficacy. These results imply that regardless of the programming tool used, engaging in coding activities strengthens essential teaching competencies. These findings highlight the importance of integrating programming education into teacher training programs to prepare future educators for technology-enhanced teaching environments. Additionally, the study emphasizes the role of programming in developing higher-order thinking skills, such as problem-solving, logical reasoning, and adaptability.
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