Title:
Effect of Structured Collaborative Learning on Computational Thinking in Secondary Education: An Experimental Study Using Scratch-Based Geometry Tasks [Download]Authors:
Elizabeth Rojas Noguera, Javier Jiménez Toledo, Óscar Revelo Sánchez
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Abstract:
Computational thinking (CT) has become a key competency in secondary education; however, identifying instructional approaches that effectively support its development remains a challenge. This study investigates the effects of structured collaborative learning on the development of CT, geometry learning, and collaborative skills in secondary school students. A quasi-experimental pretest–posttest design was employed, including an experimental group that engaged in structured collaborative activities and a control group that worked individually on equivalent tasks (n = 36 per group). Student performance was assessed through a multimodal evaluation approach that combined the Computational Thinking Test (CTT), a geometry test aligned with the instructional intervention, and a collaborative skills instrument based on the OECD framework for collaborative problem solving. Additionally, analytical rubrics were used throughout the intervention to monitor students’ performance across six Scratch-based instructional guides that integrated geometry content with fundamental programming concepts. The results indicate that students who participated in the collaborative intervention achieved significantly greater gains in CT compared to those who worked individually, particularly in pattern recognition and debugging skills. Similarly, the experimental group showed greater improvements in geometry performance, especially in tasks associated with pattern recognition and debugging, compared to the control group. In addition, significant improvements were observed in all evaluated dimensions of collaborative skills.
DOI:
How to cite:
Elizabeth Rojas Noguera, Javier Jiménez Toledo, Óscar Revelo Sánchez, "Effect of Structured Collaborative Learning on Computational Thinking in Secondary Education: An Experimental Study Using Scratch-Based Geometry Tasks", IEEE-RITA, vol. 21, no. 1, pp. 435-445, Jan. 2026. doi: 10.1109/RITA.2026.3704512