Challenges Encountered by Learners in Integrating Computational Thinking into the Mathematics Curriculum

Abstract

This qualitative study explored the challenges learners faced in integrating computational thinking into the mathematics curriculum at David M. Puzon Memorial National High School during Academic Year 2024–2025. The study specifically focused on identifying the cognitive, pedagogical, and structural difficulties Grade 11 learners encountered when applying computational thinking skills in mathematics learning activities. A qualitative case study design was employed, with semi-structured interviews as the primary data-gathering tool. Eleven senior high school students from different academic tracks served as participants. Collected data were analyzed using thematic analysis to identify recurring patterns and significant themes. Findings revealed that learners encountered several challenges, including difficulty breaking down mathematical problems into step-by-step processes, limited understanding of computational thinking concepts, limited time for practice, inadequate learning resources and technological tools, and confusion in applying logical reasoning during mathematical problem-solving. The findings further showed that these challenges affected students’ confidence, comprehension, and engagement in mathematics learning activities. Despite these difficulties, learners recognized the importance of computational thinking in improving logical reasoning and problem-solving skills. The study concludes that successful integration of computational thinking in mathematics requires sufficient instructional support, teacher guidance, adequate resources, and learner-centered activities. Based on the findings, an intervention program focusing on scaffolding strategies, contextualized activities, and enhancement of computational thinking skills was proposed.