Effects of science education on computational thinking: A meta-analysis

Gülbin Kıyıcı 1 * , Havva Yamak 2
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1 Department of Mathematics and Science Education, Faculty of Education, Manisa Celal Bayar University, Manisa, TURKEY
2 Department of Mathematics and Science Education, Gazi Faculty of Education, Gazi University, Ankara, TURKEY
* Corresponding Author
EUR J SCI MATH ED, Volume 14, Issue 4, pp. 525-546. https://doi.org/10.30935/scimath/18904
Published: 01 July 2026
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ABSTRACT

This meta-analysis provides a comprehensive overview of the findings of studies in science education conducted between 2006 and 2021 (April) to improve computational thinking. The research process began with a literature review and the establishment of eligibility criteria. Following this, a coding form was developed to ensure the reliability of the coding, a pilot coding process was conducted, and the coding form and coding guide were finalized. This process concluded with data analysis, evaluation of findings, and reporting (investigator coding and parallel coding). The overall mean effect size (d = 0.714) for the 32 primary studies that met the inclusion criteria resulted in a moderate effect. Additionally, many moderator variables were determined (publication type, language, country, the status of the pilot study, year of publication, method, design, model, sampling method of the study group, the demographic structure of the study group, school type of study group, application research area, duration of application, the person performing the application, using the computer, coding, robotics, algorithm and flipped classroom method in the application, type of measurement tool, and the person who developed the measurement tools). Finally, an in-depth discussion of how these variables identified as moderators relate to their effectiveness was included.
Keywords: computational thinking, meta-analysis, science education

CITATION

Kıyıcı, G., & Yamak, H. (2026). Effects of science education on computational thinking: A meta-analysis. European Journal of Science and Mathematics Education, 14(4), 525-546. https://doi.org/10.30935/scimath/18904

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