The aim of this cross-sectional study is to determine the fundamental motor skills (FMS) proficiency of children with mild intellectual disabled (MID) and to compare their FMS proficiencies in terms of age and gender. This study has three purposes. These are a) Defining the FMS proficiencies of the participants, b) Examining the FMS proficiencies of the participants in terms of gender variable, c) Examining the FMS proficiencies of the participants in terms of the age variable. Participants consisted of 122 MID students aged 7-10 years (M = 8.25, SD = 0.92). FMS proficiency was evaluated with the Gross Motor Development Test-Second Edition (TGMD-2). Independent Samples t test and ANOVA test were used to test the differences between groups. As a result: a) It was observed that the participants could not perform the FMS at the mastery level. Participants failed to demonstrate FMS proficiency appropriate for their age and showed delays in FMS compared to the TGMD-2 normative sample. Most of the participants performed “below average” and “poor” for LOC and OC skills. It was determined that the participants obtained higher scores in LOC subtest compared to OC subtest, b) It was determined that males were more proficiency in FMS and subtests than females, c) No difference was found in FMS proficiency in terms of age. These results show that opportunities need to be increased to develop the FMS proficiency.

This study investigated the influence of CThink4CS² Module on computational thinking (CT) skills of form four chemistry students. The CThink4CS² Module integrated CT with the Engineering Design Process (EDP) in chemistry class. This study utilized quantitative research methods and quasi-experimental design. Quantitative data were collected using the Computational Thinking Skill Test (CTST) which consisted of algorithmic reasoning, abstraction, decomposition, and pattern recognition constructs. A total of 73 students were in the treatment group (n=39) and control group (n=34). Experimental data were described by means of descriptive analysis and inferential analysis employing two-way MANOVA analysis. The results of the analysis indicated significant differences in CT skills between groups; students in the treatment group demonstrated better results compared to those in the control group. The paper provides insight into the integration of CT and EDP as effective pedagogical strategies for inculcating CT skills.