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Computational thinking skill is a new skill needed in twenty-first century learning. However, teaching practitioners have been struggling to find effective techniques to be used in the teaching and learning process that can help students to develop such a skill. Several studies have proposed a number of models to guide the teaching and learning process, but most lacked a focus on the improvement of computational thinking skill among students. As such, this study was carried out to identify and validate the elements and sub-elements of an assessment instrument prior to developing an effective teaching and learning model for enhancing students' computational thinking skill with the use of the Delphi technique, which was carried out through three rounds of implementation involving a panel of experts made up of five (5) academicians and two (2) industrial practitioners. Essentially, the proposed elements and sub-elements were derived from those based on the combination of the problem-solving techniques and metacognitive skills. After the completion of the three rounds of such technique, six (6) elements and 25 sub-elements of the assessment instrument were validated to be highly important, entailing them to be embedded in the proposed teaching and learning model for enhancing students' computational thinking skills. The use of Delphi technique in this study successfully identified and validated six (6) elements and 25 sub-elements of the teaching and learning model. This study contributes to the development of a model that can be used by teaching practitioners as a guide in their teaching and learning process for enhancing students' computational thinking.

The Use of Delphi Technique in Validating a Teaching and Learning Model for Enhancing Students' Computational Thinking Skills