Effects of unplugged computational thinking activities in Mathematics on pre-service teachers’ computational thinking skills

Abstract

Developing higher-order thinking skills among pre-service teachers is essential for preparing them to promote problem-solving, logical reasoning, and analytical thinking in mathematics classrooms. However, the integration of Computational Thinking (CT) in teacher education programmes remains limited, creating a need for effective instructional approaches that can enhance these competencies. This study examined the effects of Unplugged Computational Thinking Activities in Mathematics (UCTAM) on pre-service teachers’ CT skills. The study employed a mixed-methods approach using an explanatory sequential design. A total of 87 pre-service teachers participated in the study, comprising 44 in the experimental group from E.P. College of Education, Amedzofe, and 43 in the control group from Peki College of Education. Data were collected through CT skills tests, observation guides, questionnaires, and focus group discussions. Quantitative data were analysed using descriptive statistics and independent samples t-tests, while qualitative data were analysed through inductive thematic analysis. The findings revealed that before the intervention, most pre-service teachers demonstrated emerging or developing levels of CT skills, with none attaining the proficient level. Pre-service teachers exhibited weak skills in decomposition, abstraction, and algorithmic thinking when engaging in unplugged CT mathematics tasks. Post-intervention results indicated a statistically significant difference between the experimental and control groups, suggesting that the UCTAM approach had a positive effect on pre-service teachers’ CT skills. The findings further showed that the use of UCTAM enhanced conceptual understanding in mathematics, strengthened critical thinking, and improved problem-solving abilities. In addition, pre-service teachers reported increased confidence and positive attitudes towards learning mathematics. The study concludes that integrating unplugged computational thinking activities into mathematics instruction can effectively support the development of computational thinking skills among pre-service teachers and improve their engagement with mathematical problem solving.