Comparing Students’ Scratch Skills with Their Computational Thinking Skills in Terms of Different Variables

This study aimed to compare 5th graders’ scores obtained from Scratch projects developed in the framework of Information Technologies and Software classes via Dr Scratch web tool with the scores obtained from Computational Thinking Levels Scale and to examine this comparison in terms of different variables. Correlational research model was utilized in the study that 31 students participated in. Students were taught basic programming by using Scratch during a 6-week period. At the end of training, students’ programming skills were measured via Dr. Scratch web tool. Computational thinking skills were measured using Computational Thinking Levels Scale which includes 5 factors: creativity, problem solving, algorithmic thinking, collaboration and critical thinking. Data were analyzed for internal reliability to calculate scale reliability. Cronbach Alpha reliability coefficient was found to be 0.809. It was found that scores obtained by students by using any of the measurement tools did not differ according to gender or period of computer use, however, a high level significant relationship was observed between students’ programming skills with Scratch and their computational thinking skills.