LONGITUDINAL ASSESSMENT OF COMPUTATIONAL THINKING DEVELOPMENT IN PRIMARY EDUCATION: A POST-CURRICULAR REFORM ANALYSIS (2023–2026)
Lucie Bryndová*
University Palacký in Olomouc, Olomouc, Czech Republic
∗ Correspondence: lucie.bryndova@upol.cz
Abstract
The development of computational thinking is one of the main objectives of the revised computer science curriculum in elementary education. The aim of this study was to track the development of computational thinking skills among fifth-grade students at a se-lected elementary school in the Central Bohemian Region from 2023 to 2026 using a standardized Computational Thinking Test. The research sample consisted of a total of 276 students. Descriptive statistics, the Kruskal-Wallis test, and subsequent post-hoc analysis were used to evaluate the results. The results demonstrated statistically significant differences in the scores achieved across the indi-vidual years observed (H(3) = 14.11; p = 0.003), with a statistically significant difference confirmed between 2023 and 2024. At the same time, a significant decrease was observed in the proportion of students who did not reach the established passing threshold, from 9.63% in 2023 to 0.27% in 2026. The results suggest a positive trend in the level of computational thinking within the study sample and confirm the usefulness of a standardized diagnostic tool for long-term monitoring of the development of this competen-cy. The study also provides a methodological foundation for follow-up research focused on evaluating the effectiveness of the re-vised computer science curriculum in Czech elementary education.
Keywords: computational thinking, computer science, elementary school, diagnostic test, standardization, revision of the Framework Educational Program for Elementary Education, educational evaluation