Teachers’ Concern towards Applying Computational Thinking Skills in Teaching and Learning

Abstract

The purpose of this study was to examine the teachers’ concern towards applying computational thinking skills in their teaching and learning. This study used Concerns-Based Adoption Model (CBAM) to identify the Stages of Concern (SoC) of the respondents. The questionnaires used were 35 items that were measured using a Likert scale of 7 points. Questionnaires were distributed to all the teachers in a district in Sarawak, Malaysia. A total of 564 responds were collected in this study. The findings indicated that the respondents were at the Unconcerned Stage (Stage 0) with highest percentile score of 94%, followed by Informational Stage (Stage 1) and Management Stage (Stage 3). The findings also indicated that the respondents showed minimal concern but are interested and need more information on how to apply computational thinking skills in teaching and learning. The findings of this study are expected to assist the concern and the ministry to improve the delivery of information concerning computational thinking skills in teaching and learning to the teachers.