Abstract:

This paper presents an innovative pedagogical model for advancing computational thinking (CT) and 21st-century skills development through a structured, mentor-supported coding intervention at the middle school level. The program integrates age-appropriate instruction in algorithmic thinking, decomposition, pattern recognition, abstraction, and core programming constructs (sequencing, conditionals, loops, and variables) with collaborative, project-based learning experiences. A key innovation lies in the intentional combination of explicit CT instruction, near-peer mentorship, and applied problem-solving tasks to support both cognitive and socio-emotional skill development.

A mixed-methods research design was employed, utilizing multi-informant and multi-measure data sources to ensure methodological rigor. Participants included 100 students, 92 parents/guardians, and 18 teachers/university mentors. Data collection comprised pre- and post-intervention student surveys, an objective Computational Thinking Skills Assessment, and parent and teacher/mentor validation instruments.

Results demonstrate substantial gains in computational thinking, with mean assessment scores increasing from 4.1 to 8.2 on a 10-point scale (effect size d ≈ 2.4). Students showed significant improvement in debugging strategy selection (48% to 88%), alongside increased sense of belonging in technology contexts (65% to 80%) and stronger alignment with academic pathways (60% to 72%). Triangulated findings from teachers and mentors indicate enhanced problem-solving (89%) and persistence (83%), while 78% of parents reported increased confidence in technology use. Qualitative findings further highlight growth in resilience, collaboration, and identity formation.

These findings underscore the effectiveness of pedagogical innovation that integrates structured CT instruction with mentorship and project-based learning to foster both technical competencies and transferable skills. The study offers a scalable model for skills development and early engagement in computer science, with implications for curriculum design and inclusive STEM education.

Keywords:

Middle school, computer science education, computational thinking, STEM identity, program evaluation.