Abstract
The potentiality of computational thinking (CT) in problem solving has gained much attention in academic communities. This study aimed at developing and validating an instrument, called Hi-ACT, to assess CT ability of university undergraduates. The Hi-ACT evaluates both technical and soft skills applicable to CT based problem solving. This paper reports a pilot study conducted to test and refine the initial Hi-ACT. Survey method was employed through which questionnaire comprising of 155 items was piloted among 548 university undergraduates. Structural equation modeling with partial least squares was applied to examine the Hi-ACT’s reliability and validity. Composite reliability was used to assess internal consistency reliability, while convergent validity was evaluated using based on items’ outer loadings and constructs’ average variance extracted. As a result, 41 items were excluded, and an instrument to assess CT ability comprising 114 items and ten constructs (abstraction, algorithmic thinking, decomposition, debugging, generalization, evaluation, problem solving, teamwork, communication, and spiritual intelligence) was developed. The reliability and validity of the Hi-ACT in its pilot form have been verified.
Highlights
The ability to solve a complex problem is demanded, regardless of the field in which we work
We focus on computational thinking (CT) assessment at the undergraduate level
This pilot study yielded preliminary proof of Holistic Assessment of Computational Thinking" (Hi-ACT)'s potential psychometric properties, a scales aimed at assessing undergraduate CT skills more comprehensively, by incorporating both skills and attitudes
Summary
The ability to solve a complex problem is demanded, regardless of the field in which we work. Wing [1] introduced computational thinking (CT) as problem solving approach that using the way computer scientist think. Her vision is, the set of CT skills and attitudes will be beneficial for everyone, computer science majors. Further studies had reinforced that CT enables one to become a technology builder rather than a mere technology consumer [2], develops logic, creativity, innovative thinking [3], and analytical skills [4], The World Economic Forum [5] found these attributes are increasingly in demand in the digital world workplaces. Other studies [13]–[16] highlighted teachers’ conception of CT
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