The effect of an adaptive scaffolding-based learning website on students’ computational thinking skills
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Computational Thinking (CT) learning in Informatics may be challenging when students begin with different levels of competence, while uniform task difficulty and support do not adequately address these differences. An adaptive scaffolding-based learning website offers a possible solution by adjusting learning levels and providing progressive assistance according to students’ initial competence. This study examined the effect of the website on the CT skills of Grade X students. A quantitative quasi-experimental study with a nonequivalent control group pretest-posttest design involved 72 students, comprising 36 students in the experimental group and 36 in the control group. The experimental group used the adaptive scaffolding-based website, whereas the control group received conventional instruction through teacher explanations, classroom discussions, practice questions, and assignments without the adaptive website or tiered hints. Data were analyzed using N-Gain, normality and homogeneity tests, an independent-samples t-test, and Cohen’s d. The experimental group obtained a higher mean N-Gain than the control group (0.58 vs. 0.36), with a statistically significant difference (p < .001) and a large effect (Cohen’s d = 2.43). Decomposition showed the greatest improvement among the CT indicators (N-Gain = 0.699). The adaptive website significantly improved students’ CT skills through competency-based progressive scaffolding support. Future studies should involve broader samples, longer interventions, and additional learning outcomes.
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