An investigation into susceptibility to learn computational thinking in post-compulsory education

This paper presents the results of a preliminary investigation into how the teaching of computational thinking -- particularly algorithmic thinking and programming -- to university undergraduate students varies depending on aptitude and perceived enjoyment of STEM subjects during their secondary-level (pre-university) education. We investigated a specific component of computational thinking, algorithmic thinking, comparing against a student's ability to develop knowledge and understanding of introductory programming