The Perception of Computational Productivity Among Students in Higher Education

Aksakal G., Erkoç M. F., Tonbuloğlu İ.

Journal of Educational Studies and Multidisciplinary Approaches, cilt.6, sa.1, ss.64-92, 2026 (Hakemli Dergi)

Özet

This  study  conceptualizes  Computational  Productivity  (CP)  as  a distinct competency, extending Computational Thinking (CT) from theoretical  reasoning  toward  the  systemic  synthesis  of  digital artifacts.  To  operationalize  this  construct,  a  33-item  scale  was validated with 762 pre-service teachers. Exploratory factor analysis identified   five   dimensions:   programming/algorithms,   product development,      digital      productivity,      problem-solving,      and collaboration.   Confirmatory   factor   analysis   corroborated   the structural validity, with the instrument demonstrating high internal consistency  (Cronbach’s α:  0.895–0.953)  and  robust  item-total correlations   (0.671–0.878).   These   findings   establish   CP   as   a multidimensional   framework   for   assessing   the   conversion   of computational  logic  into  productive  output.  The  Computational Productivity    Perception    Scale    (CPPS) provides    a    rigorous psychometric tool for informing curriculum design and evaluating digitalinnovation in higher education.