Effectiveness of a Proposed Training Program Based on the Caffarella Model in Developing Computational Thinking Teaching Skills and Financial Culture among Middle School Mathematics Teachers

The current study aimed to identify the effectiveness of a proposed training program based on the Caffarella model in developing computational thinking teaching skills and financial culture among middle school mathematics teachers. To achieve the study’s objectives, the researcher prepared two tools consisting of observation cards to measure the level of computational thinking teaching skills and financial culture teaching skills. The first card contained (25) skills, with six of them being (analysis, abstraction, algorithmic thinking, pattern recognition, evaluation, and generalization). The second observation card focused on financial culture teaching skills (planning, implementation, and evaluation). The study sample included (55) male and female teachers who were selected purposefully during the second semester (2025 AD / 1446 AH). The results indicated the effectiveness of the training program and a correlation between the observation card for computational thinking teaching skills and financial culture teaching skills. Cohen's coefficient values were significantly high for all skills. There were statistically significant differences in computational thinking teaching skills and financial culture teaching skills based on the gender variable, favoring females. However, there were no statistically significant differences in the observation card for computational thinking teaching skills and financial culture teaching skills based on the educational qualification and years of experience variables. The study recommended preparing mathematics teachers to employ computational thinking skills and integrate the concepts of financial culture found in mathematics books, linking these to students' real-life situations and artificial intelligence in teaching, along with expanding professional development for mathematics teachers in the same field.