Secondary school students' computational thinking skills, group cohesion, and performance in problem-based programming education

Starting from early educational stages, developing foundational skills such as computational thinking (CT), problem-solving, and collaboration is crucial for preparing future software engineers. Programming education supported by structured pedagogical approaches can lay the groundwork for success in software engineering pathways. In this study, the effect of the use of the problem-based learning (PBL) approach in programming education on students' CT skills, performance, and attitudes toward collaboration was investigated. In addition, detailed comparisons were made according to instructor-selected (IS) and self-selected (SS) collaborative groups. The embedded mixed methods research design was used in the study. The sample of the study consisted of a total of 52 seventh-grade secondary school students (25 boys and 27 girls) taking Scratch programming lessons. The results revealed that the use of the PBL approach in programming education improves children's CT skills. The children's attitudes toward collaboration in programming were high. Although group cohesion was higher in the SS group, it increased on a weekly basis in the IS group. Moreover, it has been determined that the projects produced in the IS group were more qualified. The study underlines the importance of investing in software engineering education to equip the next generation of software engineers with the necessary skills to thrive in the rapidly evolving digital landscape. Implications are discussed in terms of theoretical insights, practices, and directions for further research.