Fang Liu, Hanyun Lei, Wenyi Lu, Qiang Yin
The importance of the comparative benchmark for measuring composite financial literacy with survey data
Frontiers in psychology
plethora programming platforms purports teach preschoolaged children computational thinking ct coding skills however empirical evidence support effectiveness still early stages threeweek didactic intervention using scratchjr conducted investigate effectiveness fostering ct rudimentary coding skills cohort preschool children n 34 aged 46 years initial performance mean control group 707 sd 258 exhibits statistically significant elevation 2264 223 p 0036 visvis experimental group 535 sd 158 2264 223 p 00 terminal performance means groups converge closely however meticulous data analysis unveils statistically notable enhancement among preschool participants exposed educational intervention involving scratchjr notably instructional modalities appear commensurate nurturing elementary computational tenets namely modularity control structures experimental cohort outperforms control group statistical significance comprehending potent ideational constructs encompassing representation algorithms hardwaresoftware interplay conversely control group performs better grasping debugging concept experimental counterparts outcomes lend substantive credence efficacy distinct programming milieu offered scratchjr underscoring effectiveness cultivating ct coding proficiencies within preschool demographic