From Design to Evaluation: A Web-Based Constructivist Learning Environment Model for Enhancing Computational Thinking in Secondary Programming Education

This study aimed to develop, validate, and evaluate a Web-based Constructivist Learning Environment Model (Web-based CLEM) for enhancing Secondary 3 students’ computational thinking (CT) in programming. Guided by the Model Research approach of Richey and Klein (2007), the study was conducted in three phases: model development, model validation, and model evaluation. The model was grounded in constructivist learning principles, web-based learning environments, multimedia learning, and CT theory, and consisted of seven interconnected centers: Problem Base, Learning Resource, Cognitive Tool, Collaboration, CT Enhancement, Scaffolding, and Coaching. Participants included experts in programming education, instructional design, educational technology, and measurement and evaluation, as well as two cohorts of Secondary 3 students from the Non Sa-at 2 School Cluster, Udon Thani, Thailand. Data were collected through CT tests, achievement tests, interview protocols, learner opinion surveys, and expert evaluation forms. The findings revealed that the Web-based CLEM demonstrated strong internal validity across content, media, design, and measurement domains. In Phase 2, students’ CT scores increased from 12.97 to 15.63, while achievement scores improved from 33.40 to 37.83 (t = 9.76, p < .05), with a strong positive relationship between CT and achievement (r = 0.840, p < .05). Similarly, in Phase 3, CT scores increased from 11.57 to 16.40, and achievement scores improved from 25.43 to 34.03 (t = 11.37, p < .05), with a very strong positive relationship between CT and achievement (r = 0.970, p < .05). Overall, the findings suggest that the Web-based CLEM systematically strengthened students’ computational reasoning and programming performance through authentic, scaffolded, and collaborative programming experiences.