The development of a computational thinking model for KRG EFL learners
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Abstract
Computational thinking (CT) has become widely recognized as a critical skill for all learners, and there is growing interest in fostering CT as early as the comprehensive school level. Despite this recognition, there remains limited consensus on how CT skills should be measured in diverse educational contexts. This study adapts dimensions of CT identified in the existing literature and develops a scale to assess the computational thinking skills (CTS) of KRG EFL learners. The instrument, a five-point Likert scale with 29 items across five components, was administered to 450 undergraduate and associate degree students. Using exploratory factor analysis, confirmatory factor analysis, item distinctiveness studies, and reliability analyses, the scale was shown to be both valid and reliable for measuring CT among this population. Findings indicate that the instrument provides a trustworthy means to evaluate students’ CT abilities and offers a basis for further pedagogical research and practice.
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