Problem-Solving as a Mediator Between Reading Comprehension and Computational Thinking in Primary School Students
Year: 2026
Type: article
Abstract: Reading comprehension is recognized as a fundamental cognitive skill that supports higher-order processes such as problem-solving and reasoning. This study examines the relationships among reading comprehension and computational thinking skills, with an emphasis on the mediating effect of perceived problem-solving skills. The research employed a correlational design to investigate whether perceived problem-solving skills mediate the relationship between reading comprehension and computational thinking. The sample comprised 275 third-grade primary school students. Data collection involved three instruments: the Computational Thinking Test-TechCheck-2, the Problem-Solving Inventory for Children, and a Reading Comprehension Achievement Test. An ordinary least squares (OLS) regression-based mediation analysis via the PROCESS macro was used to evaluate the research model and four hypotheses. The results indicated that all hypothesized relationships were statistically significant. Both reading comprehension and perceived problem-solving skills were significant predictors of computational thinking, and perceived problem-solving skills partially mediated the relationship between reading comprehension and computational thinking. These findings highlight the importance of enhancing students’ reading comprehension and perceived problem-solving skills to foster computational thinking in primary education. The study extends existing research on the cognitive foundations of computational thinking by demonstrating the mediating role of self-reported problem-solving orientations in younger learners. Furthermore, it suggests implications for instructional practices that integrate literacy and problem-based learning to bolster students’ perceived competence in early years of education.
Source: SAGE Open
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
Open Access status: gold
Estimated APC paid: $1,600
OpenAlex ID: W7225293142