Rasch Analysis for Disposition Levels of Computational Thinking Instrument Among Secondary School Students

Kamisah Osman,Saralah Sovey,Mohd Effendi Ewan Mohd Matore

doi:10.29333/ejmste/11794

Abstract

Computational thinking is a strategy of thinking to tackle complex problems. There is a paucity of conceptualization and instruments that cogitate on computational thinking disposition and attitudes. This study reacts to these constraints by establishing an instrument to test computational thinking related dispositions and attitudes. The computational thinking disposition Instrument is an indicator of student’s disposition towards computational thinking in daily life. The objective of this study is to investigate the psychometric features using Rasch model. Data of 535 form four computer science students in Malaysia were obtained. Instrument consists of 55 core measures in three domains: cognitive, affective and conative. The Rasch analysis indicated good psychometric features of the instrument. In these three domains no items showed disordered thresholds and the reliability was good. As a result, the Rasch analysis provides basis for cautious optimism permitting more detailed and finer level investigation of the instrument.

Highlights

Computational Thinking (CT) is a universal attitude and skill set that should be included in every child’s repertoire, making it a critical competency that spans practically all subjects
There is a paucity of conceptualization and instruments that cogitate on computational thinking disposition and attitudes
This study reacts to these constraints by establishing an instrument to test computational thinking related dispositions and attitudes

Summary

Introduction

Computational Thinking (CT) is a universal attitude and skill set that should be included in every child’s repertoire, making it a critical competency that spans practically all subjects. Computer-based learning is one approach of teaching and learning that has been shown to improve HigherOrder Thinking Skills (HOTS) (Salihuddin et al, 2016); thinking abilities alone are insufficient (Chongo et al, 2020). It necessitates a problem-solving strategy and a tool for problem solving using CT. Computer science’s objectives include inspiring students to go beyond the screen and explore how computers work and how to solve a variety of problems (Syso & Kwiatkowska, 2015). Olabe et al (2014) discovered that novel teaching approaches, such as simple Scratch programming, demonstrated a capacity to solve real-world challenges

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