Reliability and Construct Validity of Computational Thinking Scale for Junior High School Students: Thai Adaptation

Abstract

Computational thinking (CT) is defined as a broad spectrum of cognitive abilities including creativity, algorithmic reasoning, critical analysis, problem-solving, collaborative thinking, and communication. There are currently not many self-rated CT skill measurements available. One of these tools for measurement is the Korkmaz Computational Thinking Scale (CTS). The purposes of this present study are to adapt the Korkmaz CTS into Thai and to assess its reliability and validity. Employing a convenience sampling method, data from 3,241 junior high school students in Thailand were collected using Thai translated Korkmaz CTS. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used for data analysis. According to the findings, Thai version of Korkmaz CTS exhibited reliable psychometric properties. However, one item from the Thai CTS was eliminated during the EFA process whereas six items were removed during the CFA. Thus, the Thai CTS can be used as a self-rating instrument to assess the CT of junior high school students in addition to high school and undergraduate students. Schools can measure students’ CT faster and with cost-saving.