Abstract

This study sought to explain the differences in the computational thinking skills of primary school students. The survey model was adopted for the research. In the study, in which 780 primary school students participated, the relationship between computational thinking skills and factors at the student (gender, parent education status, internet access, attitude toward science, attitude toward math) and school level (school status, technology use, classroom size) were analyzed and a prediction model was tested. Personal information forms, computational thinking tests, and attitude scales toward science and math were used in the study. The findings of the study showed that primary school students’ computational thinking skills were most closely related to the mother’s educational level, attitudes toward math, and use of technology in lessons.