Gender differential item functioning analysis in measuring computational thinking disposition among secondary school students

Abstract

Computational thinking refers to the cognitive processes underpinning the application of computer science concepts and methodologies to the methodical approach and creation of a solution to a problem. The study aims to determine how students’ cognitive, affective, and conative dispositions in using computational thinking are influenced by a gender. This study used a survey research design with quantitative approach. Five hundred thirty-five secondary school students were sampled using probability sampling with the Computational Thinking Disposition Instrument (CTDI). WINSTEPS version 3.71.0 software was subsequently employed to assess the Gender Differential item functioning (GDIF) including reliability and validity with descriptive statistics were employed to assess students’ disposition toward practicing computational thinking. In addition to providing implications for the theory, the data give verifiable research that the CT disposition profile consists of three constructs. In addition, the demonstrated CTDI has good GDIF features, which may be employed to evaluate the efficacy of the application of CT in the Malaysian curriculum by measuring the level of CT in terms of the disposition profile of students.

The Effect of Computational Thinking and Gender on Social Problem Solving Learning Outcomes

“…Discussion of the results of this study became very interesting. Computational thinking is a cognitive, affective, and conative process of students applying concepts and systematic methodologies to create solutions to existing problems (Sovey, Osman, & Matore, 2022). Many studies link the level of computational thinking with learning outcomes (Shanmugam & Nadesan, 2019;Chongo et al, 2020;Angeli & Georgiou, 2023).…”

“…According to research by Sovey et al, (2022) it shows that gender factors and computational thinking have an effect on the ability to provide solutions to problems. This was confirmed in this study that there is a correlation between learning outcomes and gender.…”

Instrumentos de evaluación del pensamiento computacional: una revisión sistemática

“…Published articles Yan Li [16], [36] 2 Juan Carlos Pérez González [37], [38] 2 Jungwon Cho [39], [40] 2 Saralah Sovey and Mohd Effendi [41], [42] 2 Siu Cheung Kong [43], [44] 2 Barbara Bruno, Laila El-Hamamsy, and Estefanía Martín-Barroso [15], [45] 2 Kamisah Osman [41], [42], [46] 3 Özgen Korkmaz [46]- [48] 3 Jessica Dehler Zufferey [15], [45], [49] 3 Marcos Román González [15], [37], [38], [50] 4…”

Psychometric Assessment of the Short Grit Scale (Grit-S) using the Rasch Model in a Malaysian Polytechnic Students’ Sample

“…G5 should be 0.5 on the DIF contrast, 2.0 on the t value, and p larger than 05. (Sovey et al, 2022). DIF Contrast ranges from -0.34 to 0.32, while t ranges from 1.86 to -2.38.…”