Teacher’s Perception on Computational Thinking Concept

Abstract

This study was conducted to investigate teachers’ perception towards computational thinking skills that being integrated into Malaysia’s school syllabus. An adapted survey developed based on Technology Acceptance Model was used to identify teachers’ perceived usefulness and perceived ease of use on the integration of computational thinking in teaching and learning, teachers’ attitude towards computational thinking skills and their behaviour intention to integrate the skills during teaching and learning. 294 participating primary school teachers from one state in southern region of Malaysia completed the survey and Spearman correlation test was used to analyse the survey data. This study reveals that teachers still have low understanding of the concept of computational thinking after two years of its implementation in curriculum. The findings also reveal that there is a positive correlation between teacher’s perceived usefulness of integrating computational thinking skills and teacher’s behaviour intention, and teacher’s attitude towards computational thinking skills and teacher’s behaviour intention. Meanwhile, there is a negative correlation between teacher’s perceived ease of use and teacher’s behaviour of integrating computational thinking in teaching and learning as a result of misconceptions on computational thinking experienced by the teachers.