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Purpose This study aims to examine the effectiveness of an unplugged computational algorithm program (CAP) in enhancing computational thinking (CT) skills and academic achievement in Grade 7 science education. The study responds to growing calls for integrating CT into STEM learning in ways that are feasible for resource-constrained and rural school contexts, with particular relevance to sustainable development goal 4 (SDG 4) (quality education). Design/methodology/approach A quasi-experimental pre- and post-test control group design was used with 56 Grade 7 students from two comparable rural schools. The experimental group (n = 28) received six CAP-based instructional sessions (each 35 min), integrated into the National Council of Educational Research and Training science unit Nutrition in Plants using unplugged, activity-based CT strategies. The control group (n = 28) received conventional teacher-centered instruction covering the same content. CT was assessed using a validated 30-item CT performance scale, and academic achievement was measured using a criterion-referenced science test. Findings Post-test results indicated statistically significant improvements in both academic achievement (d = 0.84) and overall CT skills (d = 0.58) for students exposed to CAP compared to the control group. Domain-specific analyses showed the strongest gains in abstraction, pattern recognition and algorithmic thinking, while improvements in debugging were modest. Research limitations/implications The findings suggest that curriculum-embedded, unplugged CT interventions can enhance science learning and selected CT competencies without reliance on digital infrastructure. CAP represents a context-responsive pedagogical approach that supports inclusive STEM education and contributes to sustainable development goal 4 (SDG 4) by improving learning quality in underserved settings. Originality/value This study demonstrates effective integration of a CAP in rural elementary science, enhancing CT and academic achievement. Using constructivist, unplugged methods, CAP improves key cognitive skills such as abstraction and pattern recognition, supporting equitable STEM education and SDG 4 for quality, inclusive learning.
Kaur et al. (Thu,) studied this question.