Effect of Flipped Teaching Model on Computational Thinking Skills of Secondary School Students in the Subject of Computer Science
DOI:
https://doi.org/10.55737/trt/v-iv.390Keywords:
Flipped Teaching Model, Computational Thinking Skills, Secondary School Students, Computer Science, EducationAbstract
The present study investigated the effect of the Flipped Teaching Model (FTM) on the computational thinking skills of secondary school students in Computer Science. An experimental research design was employed, and 60 male students were randomly selected from a population of 120 students at GHSS Kot Najibullah. The participants were divided into experimental and control groups based on their pre-test scores. A 100-item multiple-choice test was developed to assess computational thinking skills, and its validity and reliability were established before administration. The experimental group received instruction through the Flipped Teaching Model, while the control group was taught through the traditional method for eight weeks. Pre- and post-test data were analyzed using descriptive statistics, frequency distributions, and independent-samples t-tests through SPSS. The findings indicated that students taught through the Flipped Teaching Model performed significantly better than those taught through the traditional method, demonstrating its positive effect on computational thinking skills. The study recommends teacher training and adequate technological infrastructure to facilitate effective implementation of the Flipped Teaching Model at the secondary level.
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