This article investigates the effectiveness of practice-oriented instruction in developing algorithmic thinking and digital competencies among students of a specialized school in Mingbulak district. The study was conducted with 8th–9th grade students divided into experimental and control groups. A six-week instructional intervention based on practical programming tasks, mini-projects, and debugging activities was implemented in the experimental group. Pre-test and post-test results demonstrate a significant improvement in students’ problem-solving abilities, algorithmic accuracy, and coding logic in comparison with traditional instruction. The findings confirm that systematic integration of practical tasks enhances students’ computational thinking and learning motivation in informatics education.

Informatics education, algorithmic thinking, computational thinking

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