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The objective of this research is to conduct a scientific evaluation of problem-solving techniques in relation to students' computational thinking abilities and learning outcomes in descriptive writing. The problem statement asks what, if any, influence experimental problem-solving techniques have on both student learning outcomes and students' ability to employ computational thinking in the context of descriptive writing. Pre-test and post-test control groups were utilised in a quasi-experimental nonequivalent control group design study. A score of 0.74, or more than 0.050 (0.0740.050), is obtained using the One-Analysis Way ANOVA problem-solving approach for computational thinking and descriptive writing. Descriptive writing essay analysis and examining the link between computational 4.12 were both significantly impacted by the employment of problem-solving techniques in writing learning. Students that use problem-solving techniques in their writing are better able to arrange their thinking, organise their knowledge, and provide detailed descriptions. The conclusion is that incorporating computational thinking principles into writing instruction may be a successful strategy for getting students ready for a world that is becoming more computer dependent.