The impact of different types of scaffolding in project-based learning on girls' computational thinking skills and self-efficacy

Abstract

Gender differences in computational thinking (CT) among students are obvious, with boys ‘CT being significantly higher than girls’. Therefore, how to effectively improve girls' CT has become a serious concern. This study integrated two types of project-based learning (PBL) into a Scratch programming course, one with extensive teacher-supported scaffolding and the other with limited teacher-supported scaffolding. To examine their impact on girls' CT skills and self-efficacy, this study applied mixed research methods, conducted a pretest-posttest control group experiment, and analyzed the quantitative and qualitative data collected from 21 grade-3 girls in a primary school. It was found that the extensive teacher-supported scaffolding of PBL in a Scratch programming course is more effective in promoting the CT skills and self-efficacy than limited teacher-supported scaffolding of PBL. These findings have some implications for the effective PBL practice and related teacher professional development.