The Effect of Unplugged Coding Activities on 5th Grade Students' Problem-Solving Skills and Attitudes Towards Coding Learning

Abstract

In recent years, research has increasingly focused on developing engaging, developmentally appropriate coding tools, including unplugged coding activities, which have been recommended as an effective starting point for teaching programming and helping children learn coding concepts through practical applications. This experimental study was conducted to reveal the effect of unplugged coding activities on the problem-solving skills and attitudes towards coding education of 5th grade middle school students. The study was designed using a one-group pretest-posttest weak experimental model within the scope of quantitative research methodology. Following the post-test, a structured questionnaire consisting of closed-ended items was administered to all participating students to collect supplementary data supporting the findings. The sample of this study consists of 5th-grade students, including 35 girls and 24 boys, who were enrolled in a public school in the Selçuklu district of Konya, Türkiye during the 2023-2024 academic year. According to the research findings, unplugged coding activities have been observed to have a significant and positive impact on the problem-solving skills and attitudes towards coding education of 5th-grade middle school students. Specifically, it was found that students gained a broader perspective when faced with problem situations and developed a more systematic and organized approach to solving problems. Additionally, students who initially exhibited hesitant and reluctant attitudes towards coding education showed a more positive attitude towards it after the implementation of the coding activities. The structured questionnaire, used as supplementary data, supported the findings from the pretest-posttest comparison, reinforcing positive changes in students' problem-solving skills and attitudes.