Exploring the Correlation Between Computational Thinking and Mathematics Achievement: Insights from a Meta-Analysis I Made Suarsana (a*), Dadang Juandi (b), Didi Suryadi (b), Elah Nurlaelah (b), Al Jupri (b)
Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No.229, Bandung, Indonesia, 40154
Abstract
Numerous quantitative studies have explored the relationship between computational thinking and mathematics achievement, revealing correlations that range from weak to strong. This study aims to synthesize conclusions from the results of different correlation studies among elementary, secondary and tertiary students. The type of research is a correlation meta-analysis consisting of 36 research samples and 6,014 participants. Data is collected systematically on the Scopus, Google Scholar, Eric, and repository databases. The effect size is determined by transforming the Pearson correlation coefficient (r) into Fisher^s (z). The summary effect (M) is determined using a random-effects model. The IBM SPSS Statistics 29 software accurately assists data analysis. The result showed that M=0.582, was rejected with a standard error of 0.065 and p-value < 0.001. It can be concluded that there was a significant positive moderate correlation between computational thinking and mathematical achievement. The moderator analysis revealed no significant difference in the correlation between computational thinking and mathematics achievement across cultures and educational levels. However, a significant difference in correlation was observed based on the type of computational thinking assessment employed. These findings have implications for educators and policymakers, emphasizing the integral role of computational thinking in enhancing mathematics achievement and vice versa.
