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Advances in Social Sciences Research Journal – Vol. 12, No. 2
Publication Date: February 25, 2025
DOI:10.14738/assrj.122.18347.
Abou Afach, S., & Kibbi, I. (2025). Exploring Coding as a Catalyst for Critical Thinking Development: A Case Study in a Private School
in Lebanon. Advances in Social Sciences Research Journal, 12(2). 190-206.
Services for Science and Education – United Kingdom
Exploring Coding as a Catalyst for Critical Thinking Development:
A Case Study in a Private School in Lebanon
Sara Abou Afach
Doctoral School of Literature,
Humanities & Social Sciences, Lebanon
Ibrahim Kibbi
Doctoral School of Literature,
Humanities & Social Sciences, Lebanon
ABSTRACT
This study explores the impact of integrating coding into classroom instruction on the
development of critical thinking skills among grade fifth learners in beirut Lebanese. By
providing learners with opportunities for hands-on experimentation, collaborative
planning, and self-reflection, the study aimed to foster a deeper level of critical thinking.
Although the learners initially preferred traditional textbook-based learning, significant
improvements in critical thinking were observed in the experimental group (127
learners), demonstrating the effectiveness of an experiential learning approach. The
teacher played a crucial role in guiding learners, offering tailored resources, and ensuring
that each learner had the opportunity to build knowledge both individually and as part of
a team. The study highlights the importance of spreading coding integration across
multiple sessions, rather than limiting it to a single weekly session, to maximize learners
engagement and learning outcomes such as developing their critical thinking skills.
Additionally, the research emphasizes the need for a unified definition of critical thinking
skills across the school to ensure systematic development. The findings suggest that
coding, when integrated into subject-specific lessons, can develop essential problem- solving and computational thinking skills, making it a valuable tool in primary education.
The study recommends further research in both private and public school settings to
compare the effects of coding on critical thinking. This research contributes to the limited
body of literature on coding's impact within the Lebanese educational context and
provides a framework for future studies on skill-based learning and coding
implementation.
Keywords: Critical Thinking, Computational Thinking integration, Project based Hands-on
Learning, Skill-Based Learning, Teacher Pedagogy.
INTRODUCTION & LITERATURE
Coding and computational thinking in education are not new concepts; they have been taught
since the 1960s. However, technological advancements have significantly changed how these
subjects are delivered. In today's software-driven world, teaching coding has become essential
as it equips learners with Information and Communication Technology (ICT) skills [1]. Modern
programming applications primarily use visual programming languages designed to simplify
coding instruction, making it more accessible to learners. By reducing unnecessary syntax,
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Abou Afach, S., & Kibbi, I. (2025). Exploring Coding as a Catalyst for Critical Thinking Development: A Case Study in a Private School in Lebanon.
Advances in Social Sciences Research Journal, 12(2). 190-206.
URL: http://dx.doi.org/10.14738/assrj.122.18347
visual programming languages help students focus on coding logic and structure, thereby
reducing cognitive load [2].
The MIT Media Lab in the United States pioneered the development of Scratch and ScratchJr,
which aim to create transformative learning experiences that empower individuals to redesign
their lives [3]. These visual programming applications facilitate the development of
computational thinking by allowing students to use their native or international language (e.g.,
English), making the learning process more intuitive.
Research Aim and Research Question
The study aims to examine the effect of coding on fifth graders critical thinking (CT) and provide
them with enhanced learning opportunities beyond regular classroom sessions. The research
is guided by the following question:
How Does Coding Influence the Development of Critical Thinking Skills in Fifth Graders?
Teaching coding in primary school provides significant advantages over introducing it at a later
stage. Early exposure to coding is comparable to learning a new language, as it helps students
develop problem-solving strategies, design projects, and generate innovative ideas [4][5].
Furthermore, teachers play a crucial role in integrating coding into real-life contexts by linking
classroom instruction with practical applications [6][7].
Recent studies emphasize the importance of introducing coding in primary education, arguing
that structured coding instruction at an early age fosters logical thinking and problem-solving
abilities [5]. One effective approach is to integrate coding into different subjects through
project-based learning, enabling students to see meaningful connections between coding and
real-world scenarios. This approach enhances student engagement and improves their ability
to sequence logical steps in problem-solving.
Literature Review: Sciences Technology Engineering Mathematics and Computer
Science (STEM-C)
A study conducted in Croatia and Puerto Rico aimed to increase K-12 learners' participation in
Science, Technology, Engineering, Mathematics, and Computer Science (STEM-C) fields. The
research introduced both short-term and long-term programs designed to promote early
engagement with STEM disciplines and support students' transition to college.
The Short-Term Program
In K-8 classrooms, introductory science visits exposed students to various STEM fields. These
visits included interactive workshops, programming exercises, and participation in the Hour of
Code initiative. Additionally, science fairs for grades 9-12 encouraged students to develop
research skills, present findings, and receive constructive feedback [8].
The Long-Term Program
For grades 10-12, the study implemented a year-long program consisting of Saturday club
meetings and a seven-week summer camp. During these sessions, students engaged in hands- on STEM projects, working in teams under the mentorship of educators. The program required
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 12, Issue 02, February-2025
Services for Science and Education – United Kingdom
students to dedicate eight hours per day, five days per week, culminating in presentations
evaluated by peers and faculty members.
By the end of both programs, informal feedback was collected through paintings (K-8) and open
essays (grades 9-12). The findings demonstrated significant positive outcomes: in Croatia, 500
learners participated in the initiative within two years, while in Puerto Rico, the 15-year
program impacted over 4,550 students from 225 schools. Moreover, 100% of participants
transitioned to college, with 85% pursuing STEM-C-related fields.
Findings and Recommendations
The study concluded that early exposure to computer science significantly benefits students,
even when introduced through drag-and-drop programming techniques [8]. However,
researchers recommended a more continuous approach, advocating for an integrated K-12
curriculum rather than separating short- and long-term initiatives.
While the study yielded promising results, some methodological details were unclear. For
example, it did not specify which coding games or activities were used for K-8 students, possibly
due to annual curriculum modifications. Future research should provide a more detailed
methodology to strengthen the study’s replicability.
Overall, the findings highlight the importance of early computer science education and the need
for structured, long-term initiatives that support students throughout their academic journey.
A well-supported primary education curriculum can help develop a generation of learners who
are not only STEM-conscious but also proficient in coding, logical reasoning, and algorithmic
thinking.
Figure 1: Literature Review Summary
METHODOLOGY
This study follows a quantitative research design and was conducted with 127 Grade 5 learners,
aged 10–11 years, in a private school located in the capital city of Lebanon, Beirut. The school
is situated in a densely populated area and has a relatively high number of students enrolled
across all K-12 levels. The participants in this study, like most learners in Lebanon, receive
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Abou Afach, S., & Kibbi, I. (2025). Exploring Coding as a Catalyst for Critical Thinking Development: A Case Study in a Private School in Lebanon.
Advances in Social Sciences Research Journal, 12(2). 190-206.
URL: http://dx.doi.org/10.14738/assrj.122.18347
instruction in scientific subjects in English. Consequently, the intervention, including the
questionnaire, was conducted in English.
The school was selected as a convenient sample, as it agreed to implement the intervention,
aligning with its vision. While middle school learners in this institution already receive coding
instruction, the school saw this study as an opportunity to pilot coding education at the primary
level. All sessions were conducted in person within the school premises.
Conceptual Framework
Successfully integrating coding into any classroom requires adjustments before and during
implementation. One of the key pillars of such a change is understanding relevant learning
theories. Additionally, differences in technology use and educational standards were addressed
to facilitate smooth classroom implementation.
The frameworks guiding this study included the Technological Pedagogical Content Knowledge
(TPACK) model and Project-Based Learning (PBL). These frameworks addressed the social and
pedagogical aspects of implementation. Based on these insights, a tailored framework was
developed to suit the Lebanese context. The study's significance lies in its focus on developing
computational thinking skills, preparing learners for future careers, and assessing their
abilities based on skills and personal engagement rather than rote memorization.
Theoretical Framework
A theoretical model was established to outline the study’s independent (IV) and dependent (DV)
variables. This began with identifying the research problem and its objectives. The TPACK
framework served as the primary guide for technology integration, emphasizing three core
components:
• Content Knowledge (CK): Teachers' depth of knowledge in the subject matter.
• Pedagogical Knowledge (PK): Effective teaching strategies, classroom management,
and learner engagement.
• Technological Knowledge (TK): Learners' ability to use digital tools effectively.
Data Collection Method
A questionnaire was used to collect quantitative data, which was later analyzed using SPSS. The
primary goal was to assess learners’ perceptions of their critical thinking, problem-solving,
coding abilities, and hands-on skills throughout the intervention. The questionnaire employed
a four-level Likert scale, ranging from "Strongly Disagree" to "Strongly Agree," and was used as
both a pre- and post-assessment tool.
The questionnaire was chosen for its efficiency in gathering large-scale data from multiple
respondents simultaneously. Since there was limited research on coding and critical thinking
at the primary education level, the questionnaire was designed to align with the study’s
objectives, research questions, and the Lebanese curriculum while accommodating the
learners’ cognitive levels.
The questionnaire measured critical thinking by evaluating reasoning skills and alignment
between thought processes and actions. It comprised closed-ended questions grouped into four
categories: Critical Thinking, Problem-Solving, Planning, and Technology. Closed-ended