GE2

Members:
Renz Jairus J. Edjec
Mick Rodel Malanguis
Christian Lhoyd Fermato

Title
Computational Thinking Performance of Account Students

Theory
Harangus and Kátai (2020) investigated the connection between CT and
students’ performance while solving problems in accounting areas. The authors
found out that high skills in CT are associated with better cognitive performance,
meaning that such skills are an excellent success predictor in accounting and many
other fields. The general theory of this research was Cognitive Development Theory
by Jean Piaget, as it is related to cognitive skills, such as solving problems and
analytical thinking abilities, which determine academic achievements in complex
subjects.

Supporting Ideas
According to the Swiss psychologist Jean Piaget’s Theory of Cognitive
Development, children’s intelligence evolves with age. Children’s cognitive
development involves more than just learning; they also need to create a mental
picture of the world around them (Miller, 2011). His research is considered to be the
foundation of developmental psychology. In this piece, we look at the effects his work
has on kids’ intellectual growth in the classroom.

Independent Variable w/ indicators

Computational Thinking Performance

Indicators:

1.Pattern recognition
The process of formulating a methodical solution to a challenging issue or to
accomplish a certain objective is known as computational thinking. Although the
word “computational” is used in the phrase “computational thinking,” its uses are not
limited to computer science. Decomposition, pattern recognition, abstraction, and
algorithmic reasoning are the four main components of computational thinking.
Finding patterns in a data collection to better classify, interpret, and resolve the
information is known as pattern recognition, and it is a component of computational
thinking. Data segments or sequences with one or more commonalities are called
patterns. Because it facilitates issue simplification and enhances understanding of
complexities, pattern recognition is an essential technique in computational thinking.
In computational thinking, pattern recognition makes it easier to comprehend and
solve a problem or objective by identifying similarities within a specific data collection
or sequence. By developing solutions that can be replicated to address related
issues or objectives, it can also improve the efficacy of the problem-solving process.
Pattern recognition can assist in identifying portions of many issues that might be
solved using fragments of other solutions, even if a computing solution cannot be
replicated in its whole for a new problem or objective. (mdespain, 2022)

2.Abstraction
In computational thinking, abstraction helps us uncover relevance and clarity
at scale while facilitating better navigation of difficult situations. The practice of
reducing a complex problem to its most basic elements by eliminating some of its
characteristics is known as abstraction in education. This makes the problem easier
to address by breaking it down or simplifying it. A crucial component of computational
thinking is abstraction. The ability to solve problems by developing an algorithm, or
set of procedures, to carry out an action or resolve an issue, is known as
computational thinking. In computational thinking, abstraction determines how to
interact with the many components effectively and precisely, while decomposition
and pattern recognition simplify the complicated. This procedure involves removing
unimportant information and determining what is most crucial. It then establishes a
comprehensive solution by connecting each dissected difficulty. The selective
filtering mechanism in our brains that allows us to make sense of the world around
us and concentrate on the things that are most important to us is comparable to
abstraction. (Team, L., 2022)

3. Algorithmic thinking
 Since the answers to issues in computer science are algorithms rather than
just facts or answers (like “42”), algorithms are at the core of computational thinking
and computer science. An algorithm is a methodical procedure that accomplishes a
task or resolves an issue. Even with varied inputs, you will get the right answer if you
correctly follow the stages of the algorithm. An algorithm can be used, for instance,
to determine the shortest path between two points on a map; the algorithm can be
applied to any pair of starting and ending points, therefore the algorithm’s input
determines the answer. If we are aware of the algorithm for a problem, we can solve
it without thinking at all, whenever we choose! We only need to follow the
instructions. Computers require algorithms to function because they are incapable of
independent thought. The process of developing algorithms is known as algorithmic
thinking. An algorithmic answer is what we get when we develop an algorithm to
solve a problem. Because digital devices can only follow a limited number of
instructions, computational algorithms (the kind that can run on them) have
comparatively few components. These include the ability to receive input, produce
output, store values, follow instructions sequentially, make choices, and repeat
instructions in a loop. Even though this range of instructions is somewhat small, we
have covered all that digital devices are capable of computing, which is why
algorithms are discussed that are limited to these components. (Bell, T., CSERG)

Dependent Variable
w/ indicators
N/A

References:

Computational Thinking and CS Unplugged – CS Unplugged. (n.d.). Retrieved

from www.csunplugged.org website: https://www.csunplugged.org/en/computational-
thinking/
Main, P. (2021). Jean Piaget’s theory of Cognitive Development. Retrieved from
www.structural-learning.com website: https://www.structural-learning.com/post/jean-
piagets-theory-of-cognitive-development-and-active-classrooms

Harangus, K., & Kotai, Z. (2020, January). Computational Thinking in Secondary and
Higher Education. Research Gate.
https://www.researchgate.net/publication/341366372_Computational_Thinking_in_S
econdary_and_Higher_Education

Mdespain. (2022, September 27). What is Pattern Recognition in Computational

Thinking | Learning.com. Retrieved from Learning website:
https://www.learning.com/blog/pattern-recognition-in-computational-thinking/

Team, L. (2022, October 13). Abstraction in Computational Thinking | Learning.com.

Retrieved from Learning website: https://www.learning.com/blog/abstraction-in-
computational-thinking/