How Multidimensional Is Computational Thinking Competency? A Bi-Factor Model of the Computational Thinking Challenge
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| Title: | How Multidimensional Is Computational Thinking Competency? A Bi-Factor Model of the Computational Thinking Challenge |
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| Language: | English |
| Authors: | Lai, Rina PY (ORCID |
| Source: | Journal of Educational Computing Research. Apr 2023 61(2):259-282. |
| 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: | 24 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Computation, Thinking Skills, Competence, Psychometrics, Measures (Individuals), Secondary School Students, Foreign Countries, Item Response Theory, Factor Analysis, Test Validity, Problem Solving, Programming |
| Geographic Terms: | United Kingdom (Great Britain) |
| DOI: | 10.1177/07356331221121052 |
| ISSN: | 0735-6331 1541-4140 |
| Abstract: | Computational thinking (CT) is an emerging and multifaceted competence important to the computing era. However, despite the growing consensus that CT is a competence domain, its theoretical and empirical account remain scarce in the current literature. To address this issue, rigorous psychometric evaluation procedures were adopted to investigate the structure of CT competency, as measured by Computational Thinking Challenge (Lai, 2021a), in a large sample of 1,130 British secondary school students (M[subscript age] = 14.14 years, SD[subscript age] = 1.45). Based on model comparison from an exploratory multidimensional item response theory approach, the results supported the multidimensional operationalization of CT competency. A confirmatory bi-factor item response theory model further suggested CT competency is comprised of a general CT competency factor and two specific factors for programming and non-programming problem-solving. Despite the multidimensionality, the common variance is largely explained by a primary general factor of CT competency, thus the use of a single scale score is recommended. Psychometric evaluation from the bi-factor model indicated good psychometric properties of the assessment tool. Overall, the bi-factor model provides a useful approach to investigating CT competency and serves as a robust test validation tool. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1375838 |
| Database: | ERIC |
| Abstract: | Computational thinking (CT) is an emerging and multifaceted competence important to the computing era. However, despite the growing consensus that CT is a competence domain, its theoretical and empirical account remain scarce in the current literature. To address this issue, rigorous psychometric evaluation procedures were adopted to investigate the structure of CT competency, as measured by Computational Thinking Challenge (Lai, 2021a), in a large sample of 1,130 British secondary school students (M[subscript age] = 14.14 years, SD[subscript age] = 1.45). Based on model comparison from an exploratory multidimensional item response theory approach, the results supported the multidimensional operationalization of CT competency. A confirmatory bi-factor item response theory model further suggested CT competency is comprised of a general CT competency factor and two specific factors for programming and non-programming problem-solving. Despite the multidimensionality, the common variance is largely explained by a primary general factor of CT competency, thus the use of a single scale score is recommended. Psychometric evaluation from the bi-factor model indicated good psychometric properties of the assessment tool. Overall, the bi-factor model provides a useful approach to investigating CT competency and serves as a robust test validation tool. |
|---|---|
| ISSN: | 0735-6331 1541-4140 |
| DOI: | 10.1177/07356331221121052 |
