Evaluation of a Scratch Learning Module Integrating Computational Thinking Based on the ASSURE Model: Teachers’ and Students’ Perspectives

Abstract

Computational Thinking (CT) has become an essential competency in programming education, equipping students with the ability to solve problems systematically while strengthening their logical reasoning skills. Despite its recognised importance, many students continue to experience difficulties in mastering fundamental programming concepts, highlighting the need for well-designed instructional modules that effectively integrate Computational Thinking into programming instruction. Therefore, this study aimed to evaluate a Scratch Learning Module Integrating Computational Thinking, developed using the ASSURE instructional design model, from the perspectives of teachers and students at Negeri Sembilan Matriculation College. A quantitative evaluation design was employed, involving 30 participants, comprising 23 students and 7 teachers from Negeri Sembilan Matriculation College. Data were collected using two structured questionnaires consisting of 15 student items and 16 teacher items. Reliability analysis demonstrated excellent internal consistency, with Cronbach's alpha coefficients of 0.957 and 0.991 for the student and teacher questionnaires, respectively. The data were analysed using descriptive statistics, including frequency, percentage, mean, and standard deviation. The findings indicated that the Scratch Learning Module Integrating Computational Thinking received positive evaluations from both teachers and students across all evaluation constructs. Teachers evaluated the module favourably in terms of its content, instructional design, support for programming and Computational Thinking, and overall module acceptance. Similarly, students reported positive perceptions of content understanding, interest and engagement, Computational Thinking, and overall module evaluation. Collectively, these findings suggest that the module provides a structured, engaging, and learner-centred learning experience that effectively supports programming education while fostering the development of Computational Thinking skills. Overall, this study provides empirical evidence supporting the application of the ASSURE instructional design model in developing Scratch learning modules that integrate Computational Thinking. The findings further demonstrate the potential of the Scratch Learning Module Integrating Computational Thinking as an effective instructional resource for programming education in the matriculation education context.