The Effect of Experience Management Unplugged Coding Leaning Activity on Computational Thinking Skills of Early Childhood

Abstract

           The objectives of this research were: 1) to compare computational thinking skills of early childhood before and after engaging in Unplugged Coding learning experiences, 2) to compare computational thinking skills of early childhood after participating in Unplugged Coding learning experiences with the 75% criterion, and 3) to study the satisfaction of early childhood students toward the Unplugged Coding learning experiences. The sample group consisted of 20 kindergarten level 3 students from BanNaKhomNaDokMai School, under the Office of Udon Thani Primary Educational Service Area 1, in the second semester of the academic year 2024 by cluster random sampling. The research instruments included: 1) lesson plans for Unplugged Coding learning experiences, 2) computational thinking skills test with difficulty values between 0.47 - 0.73, discrimination values between 0.20 - 0.53 and reliability value was 0.78 3) a satisfaction questionnaire. The statistics used for data analysis were mean, standard deviation, t-test for dependent samples and One samples t-test

           The results of the study were as follows: 1.The computational thinking skills of early childhood the Unplugged Coding learning experience after learning were significantly higher than before learning at a statistical level of .05 2.The computational thinking skills of early childhood after the Unplugged Coding learning experience after learning were significantly higher than the 75 percent criterion at a statistical level of .05. 3.The overall satisfaction of preschool children with the Unplugged Coding learning experience was at a high level.