Model component analysis of computational-thinking STEM Education in enhancing the ICT literacy skills for the 21st-century undergraduates students

Abstract

     This study aimed to 1) examine and analyze the model components of computational-thinking STEM Education in enhancing the ICT literacy skills for the 21st-century undergraduate students; and 2) assess and certify the suitability of such model using specifically related documents and studies. The employed instruments were 1) a learning management plan of the model; 2) an assessment form on ICT skills; and 3) an assessment form for products of the work. The findings indicated that through 4 analyzed steps of learning activities, there were 13 components of computational-thinking STEM Education. Furthermore, through 2 analyzed dimensions using the subjective assessment form on ICT skills testing scientific, technological, engineering, and mathematical knowledge; there were 10 components and 14 variables. The acquired data were further planned to be determined during the next focus group discussion of experts in various disciplines.