Computational thinking and academic achievement: A meta-analysis among students

Abstract This meta-analysis examines whether greater computational thinking is linked to greater academic achievement among students from 1st graders in primary school to 4th year seniors at university. Results from 34 studies showed that computational thinking and academic achievement were positively correlated (0.288). Moderator analysis showed that this correlation was (a) stronger among students in Eastern cultures than Western cultures; (b) strongest among primary school students, less strong among secondary school students, and weakest among undergraduates; (c) stronger among females than males; and (d) strongest when assessing assignment scores; less strong with GPA, course grade, or tests; and weakest with quizzes. Neither subject content (e.g., math, science) nor sampling strategy (e.g., randomized, convenience) moderated the link between computational thinking and academic achievement. In sum, the positive link between computational thinking and academic achievement is moderated by culture, grade, achievement indicators, and gender.