Need analysis for pedagogical module of computational thinking for computer science foundation teachers

• Main Authors: Rahman, Ezatul Suhaila Meor Abdul, Yahya, Faridah Hanim, Lidinillah, Dindin Abdul Muiz, Bakar, Norasiken, Omar, Norhisham
• Format: Conference Proceeding
• Language: English
• Subjects: Computer science; Educational materials; Modules; Pattern recognition; Pedagogy; Problem solving; Teachers; Teaching
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0149144

Computational thinking is a vital component in educational system in order to produce future workers who are the best problem solvers. However, teachers’ level of pedagogical content knowledge of computational thinking is uncertain. Moreover, teaching materials for computational thinking are inadequate. The purpose of the study is to identify the need to develop a pedagogical module of computational thinking, from the view of teachers. This study is using a survey method. A total of 50 respondents from one of the states in Malaysia were involved in the study. They taught computer science foundation in secondary schools. The questionnaire is adapted from Pedagogical Content Knowledge model which consists of four constructs: decomposition techniques, pattern recognition techniques, abstraction techniques, and generalization techniques. The data was analyzed using SPSS version 25. The findings revealed that the means of all constructs were high. The findings also showed that majority of the teachers (94.0%) agreed to have a pedagogical module for computational thinking. Based on the t-test analysis, it was found that there was a significant difference (t = 2.765, df = 48, p