Computational thinking (CT) contributes to new knowledge discovery in nearly all disciplines by abstraction and automation. Although CT is an important part of undergraduate curricula, the evaluation of how CT impacts student learning is not widely studied, especially in the discipline of information systems. In this research, we developed and evaluated a CT learning module for an undergraduate business data mining course. We review in this paper previous works in the area of CT and its evaluation, describe our learning module and evaluation study, and report the findings, which show significantly positive impacts of the CT learning module in students’ acquisition of business data mining skills. Students reported highly positive perception on how the module enabled them to abstract and to automate data mining tasks. Our work should benefit educators interested in evaluating CT in their curricula and in data mining skill development.