Computational thinking in the Ethiopian secondary school ICT curriculum

Kassa, Ermias Abebe; Mekonnen, Enguday Ademe

doi:10.1080/08993408.2022.2095594

Cited by 5 publications

(1 citation statement)

References 77 publications

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“…This study will help towards achieving equity in science learning -presenting challenges for learners in modeling practices-such as constructing a model that can aid their sense-making, and seeing model construction five steps of CTCA as a way to generate new knowledge rather than represent what they have already learned (Schwarz et al, 2009). In a study on the extent of CT's and ICT literacy in Ethiopia's secondary school (Grades 9-12), the analysis revealed that CT was incorporated into the curriculum through the use of Logo, Excel, and multimedia projects; The integration could not however be described as "systematic" (Kassa & Mekonnen, 2022) . Therefore, there is need to incorporate more diversities like we have in the CTCA for meaningful learning to take place within the context of the learners.…”

Section: Summary Conclusion and Recommendationsmentioning

confidence: 99%

Reducing Underachievement and Promoting Critical Thinking Skills in Computer Studies Through a Culturally Sensitive Instructional Method

Gbeleyi

Olusegun

Tetteh³

2023

Research in Education & Learning Innovation Archives

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This study aims to determine the effectiveness of the Culturo-Techno-Contextual Ap- proach (CTCA) on students’ achievement and critical thinking skills in Computer Studies. The study was conducted in two phases. Phase one was a survey of difficult concepts in computer science/studies. While phase two explored the potency of the Culturo-Techno-Contextual Approach (CTCA) in breaking the barriers to meaningful learning of refractive indices. Results obtained from the survey in the first phase revealed 19 topics as a difficult topic among African secondary school students in computer studies. The second phase was guided by two research questions with two public junior secondary (JS) in Lagos State (Nigeria). About 38% of the respondents were males while about 62% were females. A critical thinking skills task (CTST), and an interview guide were used to collect data for the study. The data gathered was subjected to multivariate analysis of covariate (MANCOVA), and the results revealed a statistically significant difference in the methods used, multivariate F (Pillai’s Trace) was significant [F=17.67; p<.05], univariate ANOVA on achievement [F (2, 208) = 20.67; p<0.05]; and critical thinking skills [F (2, 208) = 15.14; p<0.05]. Within the scope of the study, it was tentatively recommended that CTCA should be adopted by computer studies teachers in the teaching of computer science/studies in secondary schools.

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Section: Summary Conclusion and Recommendationsmentioning

confidence: 99%