Abstract:

According to the field text, it is believed that students' academic achievements towards programming courses can be driven by computer thinking, critical thinking and problem-solving skills. In this context, the purpose of the research is to study the programming course achievements of the professional high school computer department students in terms of computer thinking, critical thinking and problem-solving skills. In this study, the relational scan model was applied. The research work group consists of 248 computer department students who are studying in the professional high schools located in the center of the city of Amasya. The research data was collected using the computer thinking skill scale (μ=0.822), the critical thinking scale (μ=0.88) and the problem-solving scale (μ=0.88) and the demographic information form. Also, the "Package Programming" course was used by taking the first written exam results from the school administration. Data analysis used average, standard deviation, visual analysis, Independent Samples t Test (independent sample t test), One Way ANOVA (one-way variance analysis), correlation test and regression techniques. In the analysis of the variants, the Scheffe test was applied to the meaningful variants, while in the meaningless variants, the Games-Howell test was applied. According to the results of the analyses, the average level of the students' levels related to computer thinking, critical thinking and problem-solving skills is the average level. Students' programming course successes are significantly reflected by computer thinking and problem-solving skills, while not significantly reflected by critical thinking skills. In this regard, in order to support students’ academic achievements towards programming, it is recommended that the courses include activities aimed at developing computer thinking and problem-solving skills.

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