The Effect of Computational Thinking Module on Achievement in Scienceonal Thinking Modules on Achievement in Science

Abstract

Computational thinking (CT) is a problem-solving process and argued to be one of the more important skills for the 21st century. This study aimed to identify the effectiveness of the Science Module on achievement in science subjects. A quasi-experimental research design was used that involved 67 students in the first form in secondary schools (students aged 13) in the Kunak district of Malaysia. The students were divided into a treatment group (n = 36) and a control group (n = 31). The instrument used in this study was the Science Achievement Test for Matter. The treatment group received an intervention of 3-week instruction using the Science Module and the control group received conventional instruction. Both groups took a pre-test before treatment. After the treatment, a post-test was administered. The study’s results were analyzed with inference statistics and using a t-test. The study revealed that there was a significant improvement in science achievement after using Science Module. The study indicated that the effectiveness of Science Module is an effective step toward enhancing achievement in science and thus should be applied in Science, Technology, Engineering, and Mathematics teaching and learning to solve complex problems.