Development of a Practical Plan to Improve Basic Programming Skills for Third-Grade Primary School Students: A Case Study of Xincheng Primary School in Lingui District

With the global emphasis on programming education, cultivating primary school students’ basic programming skills has become a key component of quality-oriented education. This study aims to investigate the opinions of third-grade students at Xincheng Primary School in Lingui District on improving basic programming skills and develop targeted academic administration practical plans. A mixed-method research design was adopted, including a questionnaire survey of 184 third-grade students and focus group discussions with 5 experts. The questionnaire, validated by experts (IOC: 0.67-1.00) with high reliability (Cronbach’s α=0.895), was used to collect data on students’ general information and their perceptions of programming learning. Quantitative data analysis employed percentage, mean, and standard deviation, while qualitative analysis of expert opinions informed the development of practical plans. The findings revealed that students’ overall perception of programming skills was at a high level (x=3.93, S.D.=1.05), with basic computer operation skills scoring the highest (x=4.00, S.D.=1.13) and basic programming concepts scoring the lowest (x=3.88, S.D.=1.05). Key challenges included standardized file management, understanding abstract concepts, balancing technical effects with project themes, flowchart application, and collaborative documentation. Based on these results, practical plans were developed covering five dimensions: basic computer operation skills, basic programming concepts, graphical programming skills, logical thinking and problem- solving ability, and project practical skills. This study provides practical references for optimizing primary school programming education and enriches the theoretical system of information technology education management. The developed practical plans offer actionable strategies for teachers to address students’ specific needs and improve the quality of programming teaching.