The Development of Computational Thinking Skills of Grade 10 Students through Learning Activities Package with Chatbot by Using Flipped Classroom Approach

Abstract

In the digital era, developing students’ computational thinking skills has become a crucial educational goal. Integrating chatbots with appropriate instructional approaches can effectively enhance student engagement and learning performance. The objectives of this research were to: 1) develop and evaluate the efficiency of a chatbot-based learning activity; 2) compare students’ computational thinking skills before and after using the chatbot-based learning activity package; 3) compare students’ post-learning computational thinking skills with the 70% performance criterion; and 4) examine students’ satisfaction with the learning activity package. The participants were 44 grade 10 secondary school students. The research instruments consisted of 1) the chatbot-based learning activity package, 2) lesson plans, 3) a computational thinking skills test, and 4) a satisfaction questionnaire. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, including paired-sample t-Tests and one-sample t-Tests. The results revealed that: 1) the efficiency of the chatbot-based learning activity package was 75.91/74.20 which was higher than the specified criterion of 70/70; 2) students’ computational thinking skills after learning were significantly higher than before learning at the .05 level; 3) students’ post-learning computational thinking skills were significantly higher than the 70% criterion at the .05 level; and 4) students expressed the highest level of satisfaction (𝑥̅ = 4.67, S.D. = 0.50). The findings indicate that integrating chatbots with the flipped classroom approach can effectively enhance students’ computational thinking skills