Development of a Computational Thinking Module for Renewable Energy Education in Primary Science

This study examines the effectiveness of a Computational Thinking–Integrated Module (CT-Module) in improving computational thinking skills and renewable energy awareness among Year 4 primary school students in Sabah, Malaysia. The module was developed based on constructivist learning theory and the Computational Theory of Mind using the ADDIE instructional design framework. It combined both plugged and unplugged learning activities within the primary science topic of energy, with emphasis on four key computational thinking components: decomposition, pattern recognition, abstraction, and algorithmic thinking. A quasi-experimental pre-test and post-test control group design was employed involving 78 students, equally divided into treatment and control groups. Data were gathered using validated instruments measuring computational thinking skills and renewable energy awareness, alongside semi-structured interviews to gain deeper insights into students’ learning experiences. Quantitative data were analysed using independent t-test, paired sample t-tests, mixed ANOVA, MANOVA, while interview responses were analysed thematically. The findings indicate that students who participated in the CT-Module demonstrated significantly higher improvements in both computational thinking skills and renewable energy awareness compared to students who received conventional instruction. The treatment group consistently recorded higher post-test scores and maintained positive learning gains over time, suggesting strong retention effects. In addition, interview findings showed that the module encouraged greater student engagement, improved problem-solving abilities, and increased awareness of environmental sustainability issues. Overall, the study suggests that integrating computational thinking into renewable energy education can provide a meaningful interdisciplinary approach for strengthening 21st-century skills and sustainability awareness among primary school students. The findings also offer practical implications for curriculum development, science teaching practices, and future sustainability-focused educational initiatives in Malaysia.