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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
Language: English
Authors: Lai, Rina PY (ORCID 0000-0002-2687-5847), Ellefson, Michelle R.
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
FullText Text:
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  Data: How Multidimensional Is Computational Thinking Competency? A Bi-Factor Model of the Computational Thinking Challenge
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  Data: <searchLink fieldCode="AR" term="%22Lai%2C+Rina+PY%22">Lai, Rina PY</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2687-5847">0000-0002-2687-5847</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ellefson%2C+Michelle+R%2E%22">Ellefson, Michelle R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Computing+Research%22"><i>Journal of Educational Computing Research</i></searchLink>. Apr 2023 61(2):259-282.
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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: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Great+Britain%29%22">United Kingdom (Great Britain)</searchLink>
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  Data: 10.1177/07356331221121052
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  Data: 0735-6331<br />1541-4140
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  Data: 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.
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        Value: 10.1177/07356331221121052
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    Subjects:
      – SubjectFull: Computation
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Competence
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