Development of computational reasoning through block programming in primary school students at the Universidad Peruana Los Andes
DOI:
https://doi.org/10.5281/zenodo.17604749Keywords:
computational reasoning, block programming, primary educationAbstract
The purpose of this research is to determine the impact of block programming on the development of computational reasoning in third-year students of the Bachelor's Degree in Primary Education at the Universidad Peruana Los Andes during the year 2024. The study adopts a quantitative approach and a quasi-experimental design with experimental and control groups, in which pre- and post-intervention measurements were applied to a sample of 60 students in the third cycle of Primary Education, selected by simple random sampling. Inclusion and exclusion criteria were also established to ensure adequate participation. Data collection was carried out through surveys, and the analysis was performed using descriptive statistics and the Wilcoxon test, with the aim of evaluating changes in computational reasoning before and after the intervention. The main results showed that block programming has a significant impact on the development of students' computational reasoning. Similarly, a positive effect was observed on problem-solving skills (Z = -5.000, p = 0.000), pattern recognition (Z = -5.385, p = 0.000), abstraction ability (Z = -5.568, p = 0.000), and algorithm design (Z = -4.243, p = 0.000). In conclusion, block programming strengthened students' fundamental computational thinking skills.
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