Fostering Programming Interest Through Block Coding in Young Learners

Coding has become a fundamental skill for cultivating computational thinking in young learners. This study aims to examine the impact of coding education on programming interest among fifth-grade students in Mongolia with no prior coding experience. A 16-week pilot course using block-based coding activities on Code.org involved 195 5th-grade students across three schools. A pre-test/post-test design compared an experimental group (Nexperimental=95) with a control group (Ncontroll=100). Results indicate significant improvements in coding skills (Cohen’s d = 0.84) and computational thinking, with average programming skill ratings increasing from 5.19 to 7.07 out of 10. Qualitative data show heightened engagement, perceived creativity, and motivation, with students describing coding as gamified activities alongside an increase in self-rated programming interest. Moreover, post-intervention interviews reveal emerging awareness of gender inclusivity in programming. These findings suggest that structured block-based coding can effectively enhance computational thinking and interest in programming among young learners, providing evidence to support early integration of programming in primary education curricula.

@article{Tserendejid2026,
  title     = {Fostering Programming Interest Through Block Coding in Young Learners},
  journal   = {International Journal of Advanced Computer Science and Applications},
  volume    = {17},
  number    = {6},
  year      = {2026},
  publisher = {The Science and Information Organization},
  author    = {Dorjpalam Tserendejid and Khajidmaa Otgonbaatar and Magsarjav Bataa},
  doi       = {10.14569/IJACSA.2026.0170636},
  url       = {https://doi.org/10.14569/IJACSA.2026.0170636}
}