The effect of non-computer coding activities on problem-solving ability of early childhood

Abstract

This research aimed to compare the problem-solving ability of preschool children before and after organizing a non-computer coding activity. The sample group used in the study was preschool children studying in kindergarten 3, aged 5-6 years, in the second semester, academic year 2024 at Marialai Kindergarten School, 20 people were selected from a random sampling group, 1 classroom, with the research tool used as a plan for organizing computer-free coding activities, with a consistency value of 0.67 - 1.00. And the test of early childhood children's problem-solving ability has a reliability value of .88. The experiment was conducted in the second semester of the academic year 2024 for 8 weeks, 4 days per week, 40 minutes per day. The statistics used in data analysis are as follows: Mean, standard deviation, and dependent t-test

            The research results found that early childhood children had a significantly higher problem-solving ability after being organized for non-computer coding activities than before being organized for learning at a level of .05, which was in accordance with the research hypothesis. In terms of identifying the problems found The aspect of proposing a problem-solving method that is consistent with the problem in many ways, the aspect of deciding to choose a problem-solving method, and the aspect of implementing the chosen method, had different mean scores before and after the test, with statistical significance at the .05 level.