AN EXPLORATORY STUDY OF THE IMPACT OF COMPUTATIONAL THINKING ON PROBLEM-SOLVING SKILLS IN PRIMARY SCHOOL STUDENTS IN NIGER STATE.

This study investigates the impact of computational thinking (CT) on problem-solving skills among primary school pupils in Niger State, Nigeria. Despite global recognition of the importance of CT in education, its implementation remains underexplored in developing regions. The research involved a mixed-methods approach, surveying 3,600 pupils and 360 teachers across selected primary schools. Findings indicate a critical lack of exposure to CT, with 90% of pupils reporting no engagement with computational concepts. Teachers demonstrated inadequate understanding and preparedness to teach CT, with 91.2% lacking the necessary knowledge. Challenges such as insufficient training, inadequate digital infrastructure, and lack of teaching resources hinder effective CT integration. Traditional teaching methods dominated, with no modern pedagogical strategies like game-based learning or robotics employed. Consequently, only 9% of pupils reported any positive impact on their problem-solving skills, highlighting a disconnect between CT theory and practice. The study underscores the urgent need for targeted interventions in teacher training, curriculum development, and resource allocation to enable meaningful integration of CT in primary education. Keywords: Computational Thinking, Problem-Solving Skills, Teacher Preparedness, Educational Challenges, Digital Literacy, Mixed-Methods Research.