International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 | Vol. 4 No. 4 [December 2022]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
DEVELOPMENT OF COMPUTATIONAL THINKING LEARNING ACTIVITIES WITH INNOVATION PROJECT-
BASED LEARNING TO ENHANCE LEARNING AND INNOVATION SKILLS FOR 2ND YEAR JUNIOR HIGH
SCHOOL STUDENTS
Sudarat Wongyos1*
1 Chiangrai Rajabhat University, Chiangrai, THAILAND
1 Expert Level Teachers, Chiang Rai Municipality School 5 Denha, Chiang Rai Province, THAILAND
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 26 October 2022 Revised date : 28 October 2022 Accepted date : 15 November 2022 Published date : 11 December 2022
To cite this document:
Wongyos, S. (2022).DEVELOPMENT OF COMPUTATIONAL THINKING LEARNING ACTIVITIES WITH INNOVATION PROJECT-BASED LEARNING TO ENHANCE LEARNING AND INNOVATION SKILLS FOR 2ND YEAR JUNIOR HIGH SCHOOL STUDENTS. International Journal of Education and Pedagogy, 4(4), 25-33.
Abstract: The purposes of this research were; 1) to develop and find efficiency of computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students to be effective according to the effective criteria of 80/80, 2) to study the result after using computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students, and 3) to study the students’ satisfaction after using computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills. The research sampling group consisted of 40 students who were studying in the 2nd year of junior high school at Chiang Rai Municipality School 5 Denha during the 1st semester in 2021 selected by cluster random sampling method and the chosen classroom was 2/3. Research instruments were consisted of related lesson plans, achievement test (posttest), learning and innovation skill tests, and satisfaction questionnaire.
Data were collected by evaluating the results both during and after using the computational thinking learning activities with innovation project-based learning. Statistic data were analyzed by using percentage, mean, standard deviation (S.D.) and T-test (Dependent Sample T-test).
Research result showed that; 1) the efficiency value (E1/E2)
1. Introduction
Nowadays, technology has developed rapidly and has played a role in all daily life activities. As a result, education management has changed and technologies become tools in teaching and learning management in order to increase learning efficiency and reduce limitations. Moreover, technologies are being as an intermediary to convey information from teachers to learners to achieve the desired purpose which will lead to the main goal of educational management and the development of sustainable education due to the current learning environment that focuses on learners and also based on the belief that everyone can learn and develop themselves to their full potential (Ministry of Education, 2009). It was consistent with Wichan (2011) referred to 21st century learning method, which learning in the students should learn themselves. Teachers can only guide to design activities that allow each student to assess their own learning progress. The content learning arrangement should promote understanding of the core subject content. All core subjects should be incorporated 21st century skills especially the computational thinking which is a problem-solving process and it is a part of learning and innovation skills to find a rational answer and arrange the workflow problem analysis (BBC, 2019) (Jeannette, 2019). These skills are important with learning and living in the 21st century that the world is rapid changed with variety information from the internet and a huge number of social media (Yuen 2019).
Learning and innovation skills are essential skills for quality living in the 21st century. All Thai youths must be developed to achieve competitiveness both economically and socially by designing effective learning. And the development of students must aim to encourage them to have the skills to learn and create innovation. Such a potential human resource need to be effectiveness and requires a learning process that trains coping with situations. Knowledge is applied to prevent and solve problems in order to achieve the essential performance of students (Office of the National Economic and Social Development Board, 2011). The content of learning activities should promote the computational thinking and innovation skills in order to promote the self- study of students to find their own. There is collaboration between students through practical activities to solve problems related to the students' daily lives (Krulik and Rudnick, 1993). In addition, such learning activities of the computational thinking learning activities with innovation project-based learning were equal to 84.21/85.06 that higher satisfied than the effective criteria of 80/80, 2) The achievement posttest and also the learning and innovation skills test were higher than the specified standard criteria of 70% threshold statistically significance at .01 level. The achievement posttest score was equal to 85.06 percent and the learning and innovation skills test was equal to 82.81 percent, and 3) the overall students’ satisfaction after learning had got the highest level (x ̅=4.51, S.D.=0.53).
Keywords: Learning Activities, Computational Thinking, Innovation Project-based learning, Learning and Innovation Skills.
must focus on student center. All students have the ability to learn and develop themselves by teachers who are as partners to apply learning theories and teaching strategies to guide their learning.
Therefore, learning activities can be regarded as educational innovations that require a complete system. It consists of learning activities that are applied from appropriate theory or learning management styles with specific characteristics in each activity. So that students have the opportunity to develop learning according to their own potential.
Teaching and learning management at Chiang Rai Municipality School 5 Denha is set a course of Computing Science under Science and Technology Department for the 2nd year junior high school students. The result of achievement test in the fourth substance of the course: Learning about technology showed that; the students had got only 67 percent of achievement test from unit 1:
Learning of Computational Thinking. Also, the students had got lower scores of learning and innovation skills test than the threshold set by the school's internal quality assessment of 70 percent.
The researcher has seen the problem and importance of computational thinking learning activities as important in the current education management, hence; the development of computational thinking activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students is designed to enhance students who have learnt these activities to get higher scores of an achievement test scores as well as learning and innovation skills test with happy life in this society.
Research Objectives
1. To develop and evaluate an efficiency of the computational thinking learning activities with innovation project-based learning for 2nd year junior high school students following the effective criteria of 80/80.
2. To study the using result of the computational thinking learning activities with innovation project- based learning for 2nd year junior high school students
3. To study the students' satisfaction after using the computational thinking learning activities with innovation project-based learning for 2nd year junior high school students
Research Hypothesis
1. The computational thinking learning activities in accordance with an innovation project-based learning for 2nd year junior high school students has got effectiveness with the effective criteria of 80/80.
2. The posttest of achievement test after using the computational thinking learning activities with innovation project-based learning for 2nd year junior high school students is higher than the specified 70% threshold statistically significance at .01 level.
3. Learning and innovation skills after using the computational thinking learning activities with innovation project-based learning for 2nd year junior high school students is higher than the specified 70% threshold statistically significance at .01 level.
4. Students are satisfied with the computational thinking learning activities with innovation project- based learning and has got overall high satisfaction level.
Conceptual Framework
This research is focused on teaching and learning management for 2nd year junior high school students in the Computing Science course under Science and Technology Department. The chosen unit is unit 1: Learning of Computational Thinking that contains the conceptual framework as follows;
2. Research Methods
Development of computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students is divided into 3 steps as follows;
Step 1: The purpose is to study the basic information and the needs of 3 teachers teaching Computing Science at Chiang Rai Municipality School 5 Denha, 1st semester in academic year 2020. The Methods are as follows: 1) to analyze basic information on educational policy and the National education plan, 2) to analyze the Basic Education Core Curriculum, learning standard benchmarks and indicators of Science and, 3) to analyze the teaching and learning management in Computing Science course of 2nd year junior high school students, 4) to study the theories and researches related to the developing of computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students, and 5) to interview those related teachers about the needs to develop computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students.
Step 2: The purpose is to design and develop the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills. The methods are as follows: 1) to design and develop lesson plans about the computational thinking learning activities with innovation project-based learning, 2) to design and develop the research instruments consisted of an achievement test (posttest), learning and innovation skills test and students’ satisfaction questionnaire, 3) to specify research instruments by experts before improving as required, and 4) To apply the research instruments and take an experiment with the 2nd year junior high school students in 1st semester of academic year 2020. After that the collected data must be analyzed into percentage, mean before presenting data analysis via tables and lectures.
The computational thinking learning activities with innovation project-based learning for 2nd year junior high school students
- Effectiveness of learning activities - Achievement test (Posttest) - Learning and innovation skills - Students’ satisfaction
Step 3: The purposes are 1) to find the effectiveness of the developed computational thinking learning activities with innovation project-based, 2) to study the result of using the computational thinking learning activities in accordance with an innovation project-based, 3) to study the satisfaction of sampling group students; 40 student in 2/3 classroom choosing from the cluster random sampling method who were studying in the 2nd year of junior high school, 1st semester of academic year 2021. The research methods are as follows; 1) to apply the computational thinking learning activities with innovation project-based with the sampling group of students. The content used in this research is unit 1:
Computational concept in accordance with the Core Curriculum of Basic Education 2008 and the Learning Standard Benchmarks and Indicators of Science and Technology Department (Revised Edition 2017), 2) to study the effectiveness of the computational thinking learning activities with innovation project-based, 3) to study the achievement test (Posttest) as well as learning and innovation skills test, 4) to compare the results of achievement posttest and also learning and innovation skills test with the 70% standard criteria, and 5) to study the students' satisfaction after using the computational thinking learning activities with innovation project-based learning. Data analysis were analyzed by using percentage, mean, standard deviation (S.D.), T-test, and presented via tables and lectures.
3. Research Results and Discussion
The results of this research in development of computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students are as follow;
1. The result of development of computational thinking learning activities with innovation project- based learning to enhance learning and innovation skills for 2nd year junior high school students is effective in accordance with 80/80 criteria.
1.1 The computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students consists of 4 learning activities:
1) Decomposition, 2) Pattern Recognition, 3) Abstraction and 4) Algorithm.
1.2 The efficiency evaluation of computational thinking learning activities with innovation project- based learning to enhance learning and innovation skills for 2nd year junior high school students is showed in Table 1 as follows;
Efficiency Number of
Student Score Average score Percentage Meaning
During class/Process (E1) 40 120 101.05 84.21 Higher
After class/Result (E2) 40 40 34.03 85.06 Higher
E1/E2 = 84.21/85.06
Table 1 is presented the effectiveness scores of computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students that is equal to 84.21 and 85.06 percent in respectively that higher than the effective criteria of 80/80.
2. The result of using the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students
2.1 Comparative results of an achievement test (Posttest) after using the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students specified with 70% standard criteria is showed in Table 2 as follows;
Table 2: Comparative Results of an Achievement Test (Posttest) After Using the Computational Thinking Learning Activities With Innovation Project-Based Learning Specified With 70% Standard Criteria
Grade Number of
Student Average Percentage Standard Deviation t
After learning 40 34.03 85.06
1.89 20.19
70 % standard criteria 40 28.00 70.00
**Statistically significant at .01 level
Table 2 is showed the achievement test (Posttest) score after using the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students was higher than the required 70% standard criteria with statistical significance at the .01 level.
2.2 The comparative results of the computational thinking learning activities with innovation project- based learning to enhance learning and innovation skills for 2nd year junior high school students is showed in Table 3 as follows;
Table 3: The comparative results of the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students specified with 70% standard criteria.
Grade Number of
Student Average Percentage Standard Deviation t
After learning 40 33.13 82.81
2.05 15.79
70 % standard criteria 40 28.00 70.00
**Statistically significant at .01 level
Table 3 is showed that the learning and innovation skills after using the computational thinking learning activities with innovation project-based learning for 2nd year junior high school students were higher than 70% standard criteria with statistical significance at the .01 level.
3. The result of students’ satisfaction after learning via the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students is showed in Table 4 as follows;
Table 4: The Result of Students’ Satisfaction After Learning Via the Computational Thinking Learning Activities With Innovation Project-Based Learning to Enhance Learning and Innovation Skills for 2nd Year
Junior High School Students
Assessment S.D. Meaning
Content 4.55 0.50 Highest
Learning Processes 4.55 0.52 Highest
Learning tools 4.47 0.56 High
Learning Assessment 4.43 0.55 High
Overall average 4.51 0.53 Highest
Table 4 has presented the overall highest students’ satisfaction level after learning via the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students ( x̅=4.51, S.D.=0.53).
4. Research Discussion
Development of the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students is discussed as follows;
The development of the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students is consisted of 4 learning activities: 1) Decomposition, 2) Pattern Recognition, 3) Abstraction and 4) Algorithm.
These leaning activities can help students to practice, solve problems, understand problems and can find their own correct answers. Moreover, they have joint individual and group work to solve any problems. It was consistent with the research of Warinee Weerasin and Somsak Akthimakul found that students participated in the discussion, exchange of ideas and present the results of solving problems both for themselves and for the group. It is an activity that focused on students to work together as a team. Therefore, it has confirmed the effectiveness of the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students with the percentage were equal to 84.21/85.06, which higher than the effective criteria of 80/80. Another reason referred to learning activities and lesson plans were carried out in a systematic and step-by-step manner including; studying and analyzing the curriculum, analyzing related documents and research, analyzing learning standards, indicators, and determining the content of learning management. All instruments are passed an expert review before using with the sampling group. This is consistent with the research of Wittaya Mekwan (2018) found that the efficiency of the computer activity set using project-based learning with 5 STEPs and coaching was equal 83.27/84.57, which was higher than the effective criteria of 80/80. Moreover, the research by Srisuda Chantorn and colleagues (2019) found that the computer learning activity set according to the thinking of constructivist theory to enhance creativity skills of students in the 1st year junior high school had got efficiency equal to 83.45/81.40, which was higher than the effective criteria of 80/80 threshold.
2. The result of efficiency evaluation of the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students was higher than the required 70% standard criteria with statistical significance at the .01 level. This was due to a student-centered learning management process that fulfilled self-learning by practicing through innovative projects. So, students understand the lessons effectively and complete their tasks within the specified time. This was consistent with the research by Watunyu Pitchayapusit and Uamporn Lincharoen (2020) who found that the results of learning skills and innovation assessment after were significantly higher than statistical significance at the .05 level. Another supported reason was learning activities according to the STEM approach were designed by the researcher with the goal of adjusting learners' behavior to create 3 learning and innovation skills: 1) creativity and innovation skills, 2) creative thinking skills and problem solving, 3) communication and cooperation activities have challenged students to integrate all their knowledge and skills to lead to the idea of designing a solution and create their themselves. The comparative results of the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students was higher than 70% standard criteria with statistical significance at the .01 level. It was because easy understanding in learning management processes and problems are identified curiously and interested in finding answers. Also, students have the opportunity to exchange ideas with their peers on social media. They can solve problems confidently and are pride in themselves for better concluding and solving problems. According to the research by Nongnuch Wongsawang and colleagues (2021) found that the results of a project-based learning study on learning skills and innovation of nursing students had got higher average scores on learning skills and innovation after project-based learning with a statistically significant of .05 level.
3. The result of students’ satisfaction after learning via the computational thinking learning activities with innovation project-based learning to enhance learning and innovation skills for 2nd year junior high school students found that the students' overall satisfaction was at the highest average level. It was due to the development of students' learning ability and innovation skills. These ability and skills helped students to learn step by step continually. It was consistent with the thinking of Tashana Khamanee (2017); said that problem-based instruction will help learners clearly understand that problem as well as helping learners to gain knowledge and develop thinking skills and various problem solving processes. It was also consistent with the research by Watunyu Pitchayapusit and Uamporn Lincharoen (2020) who found that students who studied with learning activities according to the STEM study had overall satisfaction at a high level. Students had got the opportunity to initiate ideas or develop their work using reasoning to analyze problems and find solutions appropriated to the situation. And they could work with the group and implement the activities according to the goals.
This was a result of learning activities that emphasize freedom of thought, encourage students to be creative in designing a solution and students could take these steps to improve their designed innovations efficiently.
5. Research Recommendation
1. The computational thinking learning activities should be implemented through other learning processes to promote a variety of other skills
2. The computational thinking learning activities should be applied in other contents and units in order to develop achievement learning.
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