PREDICTING KEY FACTORS AFFECTING SECONDARY SCHOOL STUDENTS’ COMPUTATIONAL THINKING SKILLS UNDER THE SMART CLASSROOM ENVIRONMENT: EVIDENCE FROM THE SCIENCE COURSE

Danxia Xing; Chun Lu

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PREDICTING KEY FACTORS AFFECTING SECONDARY SCHOOL STUDENTS’ COMPUTATIONAL THINKING SKILLS UNDER THE SMART CLASSROOM ENVIRONMENT: EVIDENCE FROM THE SCIENCE COURSE

Title	PREDICTING KEY FACTORS AFFECTING SECONDARY SCHOOL STUDENTS’ COMPUTATIONAL THINKING SKILLS UNDER THE SMART CLASSROOM ENVIRONMENT: EVIDENCE FROM THE SCIENCE COURSE
Publication Type	Journal Article
Year of Publication	2022
Authors	Xing, D, Lu, C
Journal	Journal of Baltic Science Education
Volume	21
Issue	1
Start Page	156-170
Pagination	Continuous
Date Published	February/2022
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	computational thinking skills, Internet attitude, Internet self-efficacy, Internet use, secondary school students, smart classroom
Abstract	The main purpose of this research was to explore the key factors influencing secondary school students’ computational thinking skills within the smart classroom environment. Data were collected from 420 students in 4 secondary schools in B city, China. The optimal fitting results of the structural equation model showed that internet attitudes, internet self-efficacy, and internet use are the key factors directly related to students’ computational thinking skills. Furthermore, there are indirect effects between students’ attitudes towards the internet and computational thinking skills through internet self-efficacy and internet use as mediators. These internet-related characteristics were confirmed to be significantly associated and simultaneously affected their computational thinking skills. After reviewing and reflecting on the research conclusions, this study proposed several measures to improve secondary school students’ computational thinking skills while taking into account the complicated interplay of internet psychology and behavior characteristics.
URL	https://oaji.net/articles/2022/987-1647118150.pdf
DOI	10.33225/jbse/22.21.156
Refereed Designation	Refereed
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