The Effect of Learning Experience Using Unplugged Coding on Computational Thinking Skills of Early Childhood Children

Abstract

            The purpose of this research were 1) to compare computational thinking skills of early childhood children before and after participating in unplugged coding activities, and 2) to compare computational thinking skills of early childhood children who participated in unplugged coding activities with criteria 70% of the total score. The sample group in this research was 9 2nd year early childhood children, the second semester of the 2024 academic year from Banpa or School, 9 male and female students, which were selected by cluster random sampling. There were 2 research instruments: 1) 4 plans of organizing learning experiences using unplugged coding activities, 10 hours and 2) a test to measure early childhood children's computational thinking skills. It was a 20-question. Data were analyzed using mean, standard deviation, and Wilcoxon signed-rank test. The research findings were as follows:

            1) The early childhood children who received experiences using unplugged coding activities had an average of 18.78 in computational thinking skills after learning, with a standard deviation of 1.09 and an average of 11.56 before learning, with a standard deviation of 1.13. The early childhood children who received experiences using unplugged coding activities had higher computational thinking skills after learning than before learning, with statistical significance at the .05 level. 2) The early childhood children who received the experience using unplugged coding activities had a mean score of computational thinking skills equal to 18.78, standard deviation equal to 1.09, which was higher than criteria 70% of the total score with statistical significance at the .05 level.