The Effect of Goal-Based Scenario Curriculum on Computational Thinking Skills and Academic Achievement

The research aims to examine the effect of the Scratch curriculum developed with Goal-Based Scenario Learning (GBSL) design on 6th-grade students\\\' Computational Thinking (CT) skills and academic achievement according to different variables. The research model was a 2X3 quasi-experimental. The CT Self-Assessment Scale and Academic Achievement Test were used as data collection tools in the study. In data analysis, both parametric and parametric tests were used. The experimental group students performed better on academic achievement post-test and retention-test scores. The post-test and retention-test mean scores of the CT self-assessment scale did not differ between groups, but the abstraction dimension scores in the sub-dimension scores did differ in favor of the experimental group. While the post-test and retention-test mean scores of both group students in CT skills were similar, the experimental group\\\'s scores differed between test scores, and there was a significant difference between the groups only in abstraction sub-dimension scores.