Izzah Sakinah Ahmad (2025) Development of a framework to implement unplugged computational thinking activities. Masters thesis, Sunway University.
Full text not available from this repository.Abstract
The growing demand for computational thinking (CT) skills in today’s digital era has intensified the need to incorporate CT into educational curricula. Despite global initiatives, a significant gap remains in the comprehensive implementation of CT. The purpose of this study is to develop a framework for implementing unplugged CT activities. The proposed framework addressed the aforementioned gaps by providing structured guidelines for implementing CT across educational levels, ensuring that all students, regardless of geographic or socioeconomic background, can access CT education. A mixed-method research approach was employed, incorporating qualitative data from interviews and quantitative data from pre- and post-tests. Eleven secondary school teachers volunteered to evaluate and validate the proposed framework. The preliminary framework was initially assessed by two academic experts and an NGO teacher, with revisions as needed. The revised framework was then presented to the 11 volunteer teachers for further evaluation and validation. Results from the interviews indicate that all participating stakeholders accepted the framework's components, suggesting that the framework is relevant for implementing unplugged CT activities. The framework’s components were also evaluated based on the unplugged CT activities conducted in this study. The activities used the framework's components as guidelines and involved 280 lower secondary school students from 4 schools. Pre- and post-tests were administered to the students. The results of the Wilcoxon signed rank test indicate that unplugged CT activities positively influence students' CT skills and
understanding of programming concepts (p < 0.001). Therefore, the second research objective, to identify elements of unplugged CT activities, is considered achieved. In summary, this research has successfully met both objectives. Notably, it introduces a framework that serves as implementation guidelines for educators, policymakers, and other stakeholders, aiming to foster inclusivity in CT and programming education for students.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | implementation framework; unplugged computational thinking activities; programming activities; educational curricula |
| Subjects: | Q Science > QA Mathematics > QA75 Electronic computers. Computer science |
| Divisions: | Sunway University > Faculty of Engineering and Technology [formerly School of Engineering and Technology until 14 November 2025; School of Science and Technology until 2020] > School of Computing and Artificial Intelligence > Department of Smart Computing and Cyber Resilience [formerly Dept. Computing and Information Systems until 21 November 2024] |
| Depositing User: | Ms Yong Yee Chan |
| Date Deposited: | 20 Oct 2026 10:47 |
| Last Modified: | 20 Oct 2026 10:47 |
| URI: | http://repository.sunway.edu.my/id/eprint/3665 |
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