This study was conducted to investigate teachers’ perception towards computational thinking skills that being integrated into Malaysia’s school syllabus. An adapted survey developed based on Technology Acceptance Model was used to identify teachers’ perceived usefulness and perceived ease of use on the integration of computational thinking in teaching and learning, teachers’ attitude towards computational thinking skills and their behaviour intention to integrate the skills during teaching and learning. 159 participating primary school teachers from Negeri Sembilan completed the survey and Spearman correlation test was used to analyse the survey data. This study reveals that teachers have a poor understanding of the concept of computational thinking, leading to unnecessary concerns regarding the integration of computational thinking skills. The findings also reveal that there is a positive correlation between teacher’s perceived ease of use of integrating computational thinking skills and teacher’s behaviour intention; and teacher’s attitude towards computational thinking skills and teacher’s behaviour intention.
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In-Text Citation: (Hashim, & Husnin, 2019)
To Cite this Article: Hashim, N. H. K., & Husnin, H. (2019). Teacher’s Perception on Computational Thinking Concept. International Journal of Academic Research Business and Social Sciences, 9(11), 1536–1549.
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