The Effects of Unplugged Coding Learning Provision on Growth Mindsets of Young Children

Abstract

The objectives of this study were to develop the growth mindsets of young children and compare the growth mindset of young children before and after participating in unplugged coding learning activities. The target group in this study consisted of 30 young children aged between 4-5 years old who were studying in kindergarten 2, Class 1, Semester 2, Academic Year 2022 at Watyaichaimongkol School, Phra Nakhon Si Ayutthaya District, Phra Nakhon Si Ayutthaya Province selected by cluster random sampling. The instruments used in this study included unplugged coding plans for young children to promote the growth mindset and an observation form for recording young children’s growth mindset behavior. The quantitative data were analyzed using frequency, percentage, mean, standard diviation and t-test, while the qualitative data were analyzed using content analysis.

The results showed that young children who participated in the unplugged coding learning activities had a higher score in the post-test than in the pre-test at the significance level of 0.05 both overall and by aspect. Prior to the participation in the unplugged coding learning activities, the mean score and standard deviation were 5.73 and 1.06, respectively as opposed to 11.30 and 0.86, respectively after the activities. The aspect that improved the most was the fun of learning, followed by effort to learn new things, persistence when facing obstacles.