Computational thinking has been identified as an important approach for enabling students' better comprehension of science concepts as well as scientific procedures. Computation is useful in physics because it permits physics theories to be applied to issues that are complicated to fix analytically. Visual Python provides a 3D environment where learners may design 3D objects, apply a physical framework, and study the effects of altering parameters. The implementation and outcomes of a 6-week teacher-led computational thinking intervention with groups of 12th graders (n=60) are described in this study. Two research questions are being addressed using quantitative analysis and a quasi-experimental approach involving a pre- and post-test. The participants who received the six-week implementation on the experimental group performed significantly better on the post-test than the control group, which received only standard teaching lectures. The results indicated a statistically significant difference in mean scores between the experimental group (M = 24.03, SD = 4.68) and the control group (M = 20.3, SD = 5.38). The findings indicate that implementing computational thinking activities not only improves students' knowledge of physics concepts, but it also improves visual thinking, allowing students to better cognitively comprehend the problem.

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Mathematical abilities involve both verbal (numerical knowledge, arithmetic, and reasoning) and nonverbal components (math notation, time, space thinking, and computing). Teachers' ability to adopt and implement a unique perspective to mathematics instruction in the classroom may prove crucial to the improvement of their students' mathematical abilities. The aim of this study was to analyze the effectiveness of a hypervideo-based intervention meant to improve students' mathematical performance. The effects of the hypervideo content were compared between an experimental and a control group using a quasi-experimental design. According to the findings, the utilization of hypermedia can lead to improvements in student performance.