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Introducing Computational Thinking as A Strategy for Academic Reintegration Among High School Students

10.24050/reia.v23i46.1951
Published 2026-09-17
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Abstract

This study examines the application of computational thinking (CT) as an academic reincorporation strategy among 10 irregular sixth-semester high school students enrolled in the course Specialized Software for the Engineering and Architecture Area II. The group, consisting of 2 women and 8 men aged between 17 and 20, presented various academic difficulties resulting from course failure, interrupted studies, or non-completion of prior subjects, and all members worked in various jobs related to restaurants and the sale of products and services. The intervention included a diagnostic assessment, presentations on the fundamentals of CT, and three hands-on workshops: Lightbot Hour, Blockly Games, and the Bebras Challenge. These activities fostered the development of competencies such as problem decomposition, abstraction, algorithm design, and pattern recognition. As a final project, students designed mobile applications in AppSheet aimed at addressing real needs from their work or personal environments. The results showed a positive impact of considerable magnitude: 90% of participants successfully completed their studies. Quantitative analysis using the Wilcoxon signed-rank test for related samples (n = 8, W = 0.0, p = 0.0078) and a Cohen's d of 2.28 confirmed a statistically significant improvement in performance. Likewise, 87.5% of students reported progress in pattern-identification skills and expressed satisfaction with the course. These findings suggest that CT can serve as an effective strategy for addressing academic lag and strengthening analytical competencies at the upper-secondary level.

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