Block-based versus text-based programming: A comparison of learners’ programming behaviors, and computational thinking skills toward programming

In an era where computational literacy is paramount, many global schools are stressing the importance of K-12 programming education. This field is predominantly composed of two separate modalities – block-based programming modality and text-based programming modality. Previous research may not have provided a complete understanding of the differences between these two modalities as it did not take into account both the learning process and learning outcomes. This study aimed to compare secondary students’ programming behaviors and computational thinking skills between two modalities through a quasi-experimental design in a Chinese secondary school. The findings showed that (1) learners in TPM encountered more syntactical errors and spent more time between two clicks of debugging, while learners in BPM had more code-changing behaviors by adjusting programming blocks, made more attempts of debugging, and had more irrelevant behaviors; (2) learners in BPM achieved a higher level of computational thinking skills; (3) Code Changer, Minimal Debugger, Maximal Debugger, Distracted Coder and Average Coder were identified through students’ programming behavior in two programming modalities, and differences in their CT skills and attitudinal data were revealed. Lastly, pedagogical implications based on the findings are also discussed. Copyright © 2024 Asia Pacific Society for Computers in Education.