Problems and Needs Assessment to Learning Management of Computational Thinking of Teachers at the Lower Secondary Level

Chowwalit Chookhampaeng, Chantraporn Kamha, Sumalee Chookhampaeng


The objective of the study was to investigate the problems and needs in the learning management of computational thinking among teachers at the lower secondary level in private schools in the province of Maha Sarakham, Thailand. This current study comprised 42 participants. The research tools were 1) questionnaires about problem situations in learning management for computational thinking and 2) recordings of group discussions. 1) The findings revealed that teachers had limited knowledge and understanding of learning management in computational thinking (xത = 2.43, S.D. = 0.44). In this regard, teachers believe that computational thinking is regarded as knowledge in addition to literacy, and they recognize that computational thinking, together with reading, writing, and calculating, is the cornerstone of learning in the 21st century. The best way to foster and develop teachers in teaching and learning computational thinking skills is through training and collaboration with the technology that should be used in teaching and learning computational thinking (i.e., computers, computer programs, smartphones, and multimedia). 2) Teachers indicated a strong need for self-improvement in terms of learning management in computational thinking (xത = 4, S.D. = 0.63). Through training, teachers want to improve their control of computational thinking. The development of learning management abilities that enhance computational thinking involves the following five steps: 1) Educating teachers; 2) Having a speaker or mentor instruct them in the creation of activities; 3) providing activities for teachers to practice together until proficiency is attained; 4) enabling each teacher to present the outcomes of the activities; and 5) teachers collectively summarizing the results of the activities.

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Journal of Curriculum and Teaching ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)  Email:

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