Examinando por Autor "El-Hamamsy, Laila"

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A Bebras Computational Thinking (ABC-Thinking) program for primary school: Evaluation using the competent computational thinking test
(Springer, 2023) Zapata-Cáceres, María; Marcelino, Pedro; El-Hamamsy, Laila; Martín-Barroso, Estefanía
Bebras tasks are considered to develop Computational Thinking (CT) and are currently used for this purpose in many studies. However, the relationship between Bebras tasks and CT is recent and, given the scarcity of validated instruments for assessing CT that are not associated with a specific learning environment, the expected development of CT through Bebras tasks has not been sufficiently evaluated, especially in Primary School. For this reason, we designed the ABC-Thinking program for the development of CT in which a set of Bebras tasks were selected and categorised according to the CT skills they were related to, specific lesson plans were designed to integrate these tasks in a 12-week curriculum, and teachers were trained to apply the program. Using the competent Computational Thinking test (cCTt) in a pre-post-test experimental design, we looked to determine whether Primary School students developed specific CT skills after the program, and, therefore, whether Bebras could be considered suitable for the development of this competence. The results show a significant development in specific CT skills, interesting findings in the gender differences in this development, and between high and low performers. Finally, qualitative data indicate the suitability of the ABC-Thinking program with respect to teachers’ practice.
A Bebras Computational Thinking (ABC-Thinking) program for primary school: Evaluation using the competent computational thinking test
(Springer, 2024-01-17) Zapata-Cáceres, María; Marcelino, Pedro; El-Hamamsy, Laila; Martín-Barroso, Estefanía
Bebras tasks are considered to develop Computational Thinking (CT) and are currently used for this purpose in many studies. However, the relationship between Bebras tasks and CT is recent and, given the scarcity of validated instruments for assessing CT that are not associated with a specific learning environment, the expected development of CT through Bebras tasks has not been sufficiently evaluated, especially in Primary School. For this reason, we designed the ABC-Thinking program for the development of CT in which a set of Bebras tasks were selected and categorised according to the CT skills they were related to, specific lesson plans were designed to integrate these tasks in a 12-week curriculum, and teachers were trained to apply the program. Using the competent Computational Thinking test (cCTt) in a pre-post-test experimental design, we looked to determine whether Primary School students developed specific CT skills after the program, and, therefore, whether Bebras could be considered suitable for the development of this competence. The results show a significant development in specific CT skills, interesting findings in the gender differences in this development, and between high and low performers. Finally, qualitative data indicate the suitability of the ABC-Thinking program with respect to teachers’ practice.
Comparing the psychometric properties of two primary school Computational Thinking (CT) assessments for grades 3 and 4: The Beginners' CT test (BCTt) and the competent CT test (cCTt)
(Frontiers Media, 2022-12-12) El-Hamamsy, Laila; Zapata-Cáceres, María; Marcelino, Pedro; Bruno, Barbara; Zufferey, Jessica Dehler; Martín-Barroso, Estefanía; Román-González, Marcos
Introduction: With the increasing amount of research around Computational Thinking (CT) and endeavors introducing CT into curricula worldwide, assessing CT at all levels of formal education is of utmost importance to ensure that CT-related learning objectives are met. This has contributed to a progressive increase in the number of validated and reliable CT assessments for K-12, including primary school. Researchers and practitioners are thus required to choose among multiple instruments, often overlapping in their age validity. Methods: In this study, we compare the psychometric properties of two of these instruments: the Beginners' CT test (BCTt), developed for grades 1–6, and the competent CT test (cCTt), validated for grades 3–4. Classical Test Theory and Item Response Theory (IRT) were employed on data acquired from 575 students in grades 3–4 to compare the properties of the two instruments and refine the limits of their validity. Results: The findings (i) establish the detailed psychometric properties of the BCTt in grades 3–4 for the first time, and (ii) through a comparison with students from the same country, indicate that the cCTt should be preferred for grades 3–4 as the cCTt is able to discriminate between students of low and medium ability. Conversely, while the BCTt, which is easier, shows a ceiling effect, it is better suited to discriminate between students in the low ability range. For these grades, the BCTt can thus be employed as a screening mechanism to identify low ability students. Discussion: In addition to providing recomendations for use of these instruments, the findings highlight the importance of comparing the psychometric properties of existing assessments, so that researchers and practitioners, including teachers and policy makers involved in digital education curricular reforms, may take informed decisions when selecting assessments.
The Competent Computational Thinking Test: Development and Validation of an Unplugged Computational Thinking Test for Upper Primary School
(Sage Journals, 2022-05-19) El-Hamamsy, Laila; Zapata-Cáceres, María; Martín-Barroso, Estefanía; Mondada, Francesco; Zufferey, Jessica Dehler; Bruno, Barbara
With the increasing importance of Computational Thinking (CT) at all levels of education, it is essential to have valid and reliable assessments. Currently, there is a lack of such assessments in upper primary school. That is why we present the development and validation of the competent CT test (cCTt), an unplugged CT test targeting 7–9 year-old students. In the first phase, 37 experts evaluated the validity of the cCTt through a survey and focus group. In the second phase, the test was administered to 1519 students. We employed Classical Test Theory, Item Response Theory, and Confirmatory Factor Analysis to assess the instruments’ psychometric properties. The expert evaluation indicates that the cCTt shows good face, construct, and content validity. Furthermore, the psychometric analysis of the student data demonstrates adequate reliability, difficulty, and discriminability for the target age groups. Finally, shortened variants of the test are established through Confirmatory Factor Analysis. To conclude, the proposed cCTt is a valid and reliable instrument, for use by researchers and educators alike, which expands the portfolio of validated CT assessments across compulsory education. Future assessments looking at capturing CT in a more exhaustive manner might consider combining the cCTt with other forms of assessments.