The Integration of Technology in Mathematics Learning to Enhance Computational Thinking Skills Among Upper Primary School Students: A Case Study of Financial Literacy in Daily Life
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Abstract
This study aimed to: (1) compare the computational thinking skills of upper elementary school students before and after learning through the integration of technology into mathematics instruction, (2) examine the effects of technology integration on the development of computational thinking skills, and (3) promote positive attitudes toward using mathematical skills for making smart purchasing decisions. The research employed a one-group pretest-posttest experimental design. The sample consisted of 30 upper elementary students from Samakkheemeechai Witthaya School, Buriram Province, selected using stratified random sampling. Research instruments included five instructional activity plans, a computational thinking skills test, a behavioral observation form on the use of technology in mathematics learning, and a questionnaire on attitudes toward using mathematical skills in purchasing decisions. Data were analyzed using descriptive statistics and paired sample t-tests. The results showed that after integrating technology into mathematics learning, students' computational thinking skills significantly improved at the .05 level. Additionally, students developed positive attitudes toward using technology and mathematics in everyday life. They demonstrated good collaboration, confidence in financial planning and calculation, and improved computational thinking and sustainable financial management skills. The findings indicate that integrating technology in mathematics instruction effectively enhances computational thinking skills and encourages the application of knowledge to real-life situations among upper elementary students.
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