Relational research shows Scratch program boosts computational thinking in schoolchildren, suggesting the need for effective instructional strategies.
To analyze the relationship between the Scratch program and students’ computational thinking in an educational institution in Peru, relational research guidelines were followed with 384 regular elementary school students aged 6 to 12. The group had a higher percentage of males (52.6%) compared to females (47.4%). Two custom questionnaires were used to measure both variables. The study found that the aesthetic aspects of the Scratch program are the most significant component for developing computational thinking (=3.34; =2.34; =2.47), especially the dimension of computational practices. Limitations include a small sample size for analyzing sociodemographic variables, operationalization of computational thinking dimensions, and the non-causal research design. The study also emphasizes the importance of designing didactic sequence content and identifying scaffolding behaviors for acquiring new knowledge. Functionality and prior experience are the most critical and influential factors in developing computational practices.
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Solórzano et al. (2025) studied this question.
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