Unplugged but Empowered: Investigating the Impact of 3Ps on Computational Thinking Activities

Abstract

In the 21st century, while technical skills remain vital, employers increasingly prioritize critical thinking and problem-solving which signify core components of computational thinking (CT). The unplugged CT methodology does not require resources like computers, making it a viable method especially to even low-resourced communities. This study investigates the impact of unplugged CT activities on lower secondary school students’ CT concepts and to improve their programming skills and interest. The activities are structured around three key categories: puzzles, problem-solving, and programming concepts (3Ps), and are delivered through an unplugged approach. Using pre- and post-tests, the study evaluates the effectiveness of each category in enhancing students’ CT capabilities. The findings reveal statistically significant improvements (p <0.05) across all three categories, indicating that unplugged CT activities can positively influence student learning. Additionally, the study identifies and categorizes suitable CT and programming concept activities by drawing from previous unplugged and plugged CT research. This paper also presents the discussions of 3Ps and students’ perceptions on CT understanding and programming concept improvement through correlation results. These discussions contribute to the field of CT education by demonstrating the efficacy and scalability of integrating 3P-based activities into unplugged learning environments, particularly in Malaysian secondary schools.