The impact of integrated project-based learning and flipped classroom on students’ computational thinking skills: embedded mixed methods.

Computational thinking skills among high school students have become a global concern, especially in the context of the ever-evolving digital education era. However, the attention given by teachers to this skill during mathematics instruction has not been a priority. This study aims to evaluate and explore the impact of project-based learning (PBL) integrated with flipped classroom on high school students’ computational thinking skills in mathematics. The research design employed a mixed-method approach with a quasiexperimental, nonequivalent pre-test post-test control group design. The experimental group (46 students) and control group (45 students) were selected through simple random sampling from 12th-grade science students. Data were collected through tests, questionnaires, and in-depth interviews, using instruments such as computational thinking skills assessment questions, questionnaires, and interview protocols. Quantitative data analysis was performed using SPSS Version 26 for t-tests and ANOVA, while qualitative analysis was conducted using ATLAS.ti with an abductive-inductive and thematic approach. The findings indicate that PBL integrated with flipped classrooms significantly improved students’ decomposition, pattern recognition, and abstraction skills. The implementation of PBL, integrated with a flipped classroom, created an interactive learning environment, fostering active engagement and enhancing students’ understanding and skills in solving mathematical concepts. Although there was an improvement in algorithmic thinking skills, some students still faced difficulties in developing systematic solutions. The results of this study suggest that further research could explore other methodologies, such as grounded theory and case studies integrated with e-learning, and emphasize visual analysis methods, such as using photo elicitation to explore thinking skills.