Impact of the Plugged-in and Unplugged Chemistry Computational Thinking Modules on Achievement in Chemistry

Kamisah Osman,Nazrul Anuar Nayan,Samri Chongo

doi:10.29333/ejmste/10789

Abstract

Computational thinking (CT) is one of the systematic tools in problem solving and widely accepted as an important skill in the 21st century. This study aimed to identify the effectiveness of the Chemistry Computational Thinking (CT-CHEM) Module on achievement in chemistry. This study also employed a quasi-experimental design with the participation of 85 form four students in Malaysia. The three types of teaching approaches, namely CT-CHEM Module Plugged-in (CTMP), CT-CHEM Module Unplugged + Plugged-in (CTMUP) and conventional method (CM), were systematically designed and implemented. The achievement of students was measured using an achievement test, where validity and reliability were justified and two-way ANCOVA was used to analyse the data. Findings confirmed that the achievement of students in chemistry is significantly higher in the CTMP group as compared with the CTMUP and CM groups. Instead, gender had no significant effect on students’ chemistry achievement. This study concludes that when students were exposed to teaching and learning strategies by integrated CT through plugged-in strategy more effective than a combination of plugged-in and unplugged. Plugged-in visualisation activities are more effective in increasing the understanding and achievement of students compared with the combination of plugged-in and unplugged activities. Plugged-in through visualisation activities is more effective than the combination of plugged-in and unplugged. This is because, the abstract concept in electrochemistry is easier to understand by students through the visualisation activity approach using a computer in explaining the important concepts in the topic and because the whole content is interrelated.

Highlights

In the era of digital economy, computational thinking (CT) skills must be implemented in the education system in line with the passage of time to produce a globally competitive society
Findings confirmed that the achievement of students in chemistry is significantly higher in the Computational Thinking Module Plugged-in (CTMP) group as compared with the Computational Thinking Module Unplugged and Plugged-in (CTMUP) and conventional method (CM) groups
The Computational thinking (CT)-CHEM Module promotes CT skills through two teaching approaches (CTMP and CTMUP) in improving the understanding of the electrochemistry topic. Both of these approaches are supported by the Project Based Learning (PBL) and Inquiry Based Learning (IBL) learning throughout this study

Summary

Introduction

In the era of digital economy, computational thinking (CT) skills must be implemented in the education system in line with the passage of time to produce a globally competitive society. Skills in CT are considered as the key to 21st century skills for all students and have preceded initiatives in the curriculum (Yadav, Hong, & Stephenson, 2016). These 21st century skills or knowledge should be applied in new situations (Pellegrino & Hilton, 2012) and be able to solve problems in daily life. CT skills should be possessed by everyone in the 21st century in solving problems more efficiently (Haseski, Ilic, & Tugtekin, 2018) and must be integrated in the education system through computer science subjects and integration with other subjects such as chemistry subjects

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