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Improving Computational Thinking for Middle School Students through Python Programming: Interaction Effect Analysis of Grade Level and Gender

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Title: Improving Computational Thinking for Middle School Students through Python Programming: Interaction Effect Analysis of Grade Level and Gender
Language: English
Authors: Lihui Sun (ORCID 0000-0002-9188-9022), Junjie Liu (ORCID 0000-0002-7702-1059)
Source: Journal of Educational Computing Research. 2025 63(4):902-929.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Computation, Thinking Skills, Skill Development, Middle School Students, Programming, Programming Languages, Instructional Program Divisions, Gender Differences, Foreign Countries, Computer Science Education
Geographic Terms: China
DOI: 10.1177/07356331251332751
ISSN: 0735-6331
1541-4140
Abstract: Computational Thinking (CT) has evolved as an essential competency for K-12 students, and programming practices are recognized as the key way to facilitate CT development. However, most studies of CT development in middle graders have focused on visual programming, lacking evidence to demonstrate the effectiveness of Python programming. Therefore, this study first developed 16 Python programming courses based on the CodeCombat programming platform. Then we conducted a 16-week Python programming course intervention study with 79 middle school students in seventh, eighth, and ninth grades in China to clarify the impact of Python programming on middle graders' CT. The results revealed that Python programming intervention significantly improved CT for seventh, eighth, and ninth graders. The analysis of interaction effects for grade and gender showed that Python programming was most beneficial for eighth graders in CT improvement. Meanwhile, we found that the difference in CT caused by the gender factor varied according to grade level. Specifically, the gender factor caused significant CT differences in eighth and ninth graders, and girls were better performers than boys. These findings enrich the outcomes of Python programming and CT education in middle schools and provide implications for frontline programming educators to conduct Python interventions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470992
Database: ERIC
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  Data: Improving Computational Thinking for Middle School Students through Python Programming: Interaction Effect Analysis of Grade Level and Gender
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  Data: <searchLink fieldCode="AR" term="%22Lihui+Sun%22">Lihui Sun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9188-9022">0000-0002-9188-9022</externalLink>)<br /><searchLink fieldCode="AR" term="%22Junjie+Liu%22">Junjie Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7702-1059">0000-0002-7702-1059</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Computing+Research%22"><i>Journal of Educational Computing Research</i></searchLink>. 2025 63(4):902-929.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 28
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Programming+Languages%22">Programming Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Program+Divisions%22">Instructional Program Divisions</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Data: 10.1177/07356331251332751
– Name: ISSN
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  Data: 0735-6331<br />1541-4140
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Computational Thinking (CT) has evolved as an essential competency for K-12 students, and programming practices are recognized as the key way to facilitate CT development. However, most studies of CT development in middle graders have focused on visual programming, lacking evidence to demonstrate the effectiveness of Python programming. Therefore, this study first developed 16 Python programming courses based on the CodeCombat programming platform. Then we conducted a 16-week Python programming course intervention study with 79 middle school students in seventh, eighth, and ninth grades in China to clarify the impact of Python programming on middle graders' CT. The results revealed that Python programming intervention significantly improved CT for seventh, eighth, and ninth graders. The analysis of interaction effects for grade and gender showed that Python programming was most beneficial for eighth graders in CT improvement. Meanwhile, we found that the difference in CT caused by the gender factor varied according to grade level. Specifically, the gender factor caused significant CT differences in eighth and ninth graders, and girls were better performers than boys. These findings enrich the outcomes of Python programming and CT education in middle schools and provide implications for frontline programming educators to conduct Python interventions.
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        Value: 10.1177/07356331251332751
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      – Text: English
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      Pagination:
        PageCount: 28
        StartPage: 902
    Subjects:
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Programming
        Type: general
      – SubjectFull: Programming Languages
        Type: general
      – SubjectFull: Instructional Program Divisions
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: China
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      – TitleFull: Improving Computational Thinking for Middle School Students through Python Programming: Interaction Effect Analysis of Grade Level and Gender
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            NameFull: Lihui Sun
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