The Effects of Blended Learning Using Learning Reflection Log Online Interactive to Promote Computational Thinking and Achievement in Computer Science Subject for Grade 5 Students

Abstract

The objective of this research is to compare the pre- and post-learning outcomes using blended e-learning with interactive online reflection logs from a group that received feedback from both the teacher and peers, and from a group that received feedback only from the teacher, which affects computational thinking and academic achievement in the subject of computational science for Grade 5 students. Additionally, the research aims to compare the post-learning outcomes of the group that received feedback from both the teacher and peers with the group that received feedback only from the teacher, which affects computational thinking and academic achievement in the subject of computational science for Grade 5 students. The sample group consists of Grade 5 students from Ban Nong Prue School, under the Buriram Primary Education Service Area Office 1, with 2 classrooms of 30 students each, totaling 60 students. The research tools used include. Blended e-learning lessons with interactive online reflection logs, Lesson plans, Computational thinking assessment tests, Academic achievement assessment tests. The statistical methods used for data analysis include mean, standard deviation, dependent t-test, and one-way MANNOVA. The research findings are as follows. 1. Students who learned through blended e-learning using interactive online reflection logs from a group that received feedback from both the teacher and peers showed significantly higher post-learning scores in computational thinking and academic achievement compared to their pre-learning scores at the .05 significance level. 2. Students who learned through blended e-learning using interactive online reflection logs from a group that received feedback from the teacher showed significantly higher post-learning scores in computational thinking and academic achievement compared to their pre-learning scores at the .05 significance level. 3. Students who learned through blended e-learning using interactive online reflection logs from a group that received feedback from both the teacher and peers had significantly higher scores in computational thinking and academic achievement compared to the group that received feedback only from the teacher at the .05 significance level.