Impact of Integrating Computational Thinking in STEM Education on Students' Cognitive and Non‐Cognitive Skills: A Meta‐Analysis.
Background: Computational thinking (CT) is a cognitive approach intricately linked with core competencies in Science, Technology, Engineering, and Mathematics (STEM). Numerous studies have explored strategies to effectively integrate CT into STEM education and systematically evaluated the multidimen...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 21 |
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| Autores principales: | , , , |
| Formato: | pictorial questions and answers research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918275&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918275 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918275 186918275 186918275 10.1111/jcal.70079 186918275 ppf: 1 ppct: 20 formats: tig: atl: Impact of Integrating Computational Thinking in STEM Education on Students' Cognitive and Non‐Cognitive Skills: A Meta‐Analysis. aug: au: Yang, Hanzhu Hu, Linlin Wang, Hao Xin, Yunfei affil: English Department, Dankook University, Longren, Korea sug: subj: Students Psychosocial Factors Science Education Technology Education Engineering Education Mathematics Education Problem Solving Methods Computer-Assisted Instruction Utilization Cognition Social Skills Integrated Curriculum Outcomes of Education Evaluation Human Systematic Review Meta Analysis Descriptive Statistics Confidence Intervals Funding Source ab: Background: Computational thinking (CT) is a cognitive approach intricately linked with core competencies in Science, Technology, Engineering, and Mathematics (STEM). Numerous studies have explored strategies to effectively integrate CT into STEM education and systematically evaluated the multidimensional impact on student learning outcomes. Objectives and Methods: This meta‐analysis synthesises findings from 46 high‐quality empirical studies to verify the effectiveness of integrating CT into STEM on the development of students' cognitive and non‐cognitive skills and to analyse the moderating effects of various potential factors on skill acquisition. Results and Conclusions: The results demonstrate that the integration of CT in STEM education has a significant effect on enhancing students' cognitive skills (Hedges's g = 0.651, 95% CI [0.527, 0.776], p < 0.001), with this effect significantly moderated by the intervention duration and the instructional tools. Additionally, the implementation of CT in STEM positively impacts the development of students' non‐cognitive skills (Hedges's g = 0.538, 95% CI [0.345, 0.730], p < 0.001), with educational level, sample size, intervention duration, and instructional tools identified as important moderator variables influencing the acquisition of non‐cognitive skills. Based on the findings, this study recommends systematic CT interventions lasting 3 months to 1 year, utilising interactive and practice‐oriented instructional tools such as block‐based programming, maker, and unplugged activities. Furthermore, it suggests tailoring instructional strategies to different educational stages. These recommendations deepen the understanding of the role of CT in STEM education, providing practical guidance for educators and policymakers. pubtype: Academic Journal doctype: meta analysis pictorial questions and answers research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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