There is a new Best Evidence in Brief and this study will be of interest to many…
The National Foundation for Education Research (NFER) in the UK has published the results of a randomized controlled trial and process evaluation of Code Clubs – a UK network of after-school clubs where children aged 9-11 learn to program by making games, animations, websites, and applications. Code Club UK produces material and projects that support the teaching of Scratch, HTML/CSS, and Python. The clubs, which are supported by volunteers, usually run for one hour a week after school during term time.
The evaluation, conducted by Suzanne Straw and colleagues, assessed the impact of Code Clubs on Year 5 (4th grade in the U.S.) students’ computational thinking, programming skills, and attitudes toward computers and coding. Twenty-one schools in the UK took part in the trial which used a student-randomized design to compare student outcomes in the intervention and control groups. Intervention group students attended Code Club during the 2015/16 academic year, while control group students continued as they would do normally.The results of the evaluation showed that attending Code Club for a year did not impact students’ computational thinking any more than might have occurred anyway, but did significantly improve their coding skills in Scratch, HTML/CSS, and Python. This was true even when control children learned Scratch as part of the computing curriculum in school. Code Club students reported increased usage of all three programming languages – and of computers more generally. However, the evaluation data suggests that attending Code Club for a year does not affect how students view their abilities in a range of transferable skills, such as following instructions, problem solving, learning about new things, and working with others.
One thought on “What’s the effect of code clubs on computational thinking and more? (Best Evidence in Brief)”
Reblogged this on kadir kozan.