Evaluation of creative project production performance in mathematical logic and computational thinking skills among gifted high school students

This study examines the experiences of gifted high school students in transforming mathematical logic knowledge and skills into creative project productivity and computational thinking skills (CTS) through their logic-based project productions. A sequential exploratory mixed-methods research design was employed, involving 153 gifted youth. In the qualitative phase, a case study was used to examine the experiences of participants who attended the Logic-based Project Production and Management Program (PPMP) over 25 weekly sessions. In the quantitative phase, the Computational Thinking Skills Scale (CTSS) was administered to assess problem-solving, creative thinking, algorithmic thinking, cooperative learning and critical thinking skills. Findings indicated that gifted youths could produce creative projects by transforming logic systems into original algorithms, and logic-based PPMP positively affected their projects across four strands: critical concepts of logic, connecting logic with other disciplines, transforming logic into practice, and making meaning out of logic. Participants who excelled in project proposals, algorithm design, and collaborative practices demonstrated varied strengths in problem-solving, creative thinking, algorithmic thinking, cooperative learning, and critical thinking skills. EDUCATIONAL RELEVANCE STATEMENT: This research examines how mathematical logic knowledge and skills intersect with computational thinking skills in the context of creative project production among gifted high school students. By transforming mathematical logic into practical applications like algorithm design, the study demonstrates how such knowledge and skills can be converted into project products that align with the computational thinking skills of gifted high school students. Both mathematical logic and computational thinking are essential for addressing real-world challenges, and the findings provide implications for designing programs focused on mathematical logic projects that foster innovation, problem-solving, and project productivity, equipping students with the skills needed for success in STEM fields.