The effectiveness of using scaffolding strategy in developing computational thinking skills among fifth-grade students in the digital skills course

Abstract

The study aimed to investigate the effectiveness of using scaffolding strategy on developing computational thinking skills (algorithmic, analysis, and evaluation) among fifth-grade elementary students in the digital skills course. A quasi-experimental approach was employed, and a computational thinking skills test was used as a tool for obtaining data. The study sample consisted of (58) Elementary students in the city of Buraidah. They were divided into two control and experimental groups, each of which consisted of (29) female students. The study found that there is a statistically significant difference at a significance level of less than (0.05) between the average scores of the experimental and control group students in the post-application of the computational thinking skills test with regard to these skills (algorithmic thinking, analysis, evaluation) in favor of the experimental group