As many school districts nationwide continue to incorporate Computer Science (CS) and Computational Thinking (CT) instruction at the K-8 level, it is crucial that we understand the factors and skills, such as reading and math proficiency, that contribute to the success of younger learners in a computing curriculum and are typically developed at this age. Yet, little is known about the relationship between reading and math proficiency, and the learning of key CS concepts at the elementary level. This study focused on 4th-grade students (ages 9-10) who were taught events, sequence, and repetition through an adaptation of the Creative Computing Curriculum. While all students benefited from access to such a curriculum, there were statistically-significant differences in learning outcomes, especially between students whose reading and math proficiency are below grade-level, and students whose proficiency are at or above grade-level. This performance gap suggests the need for curricular improvement and learning strategies that are CS specific for students who struggle with reading and math.
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Understanding the Link between Computer Science Instruction and Reading & Math Performance
Worldwide, national initiatives have led to many school districts implementing computing curricula at the primary level. At that age, students are learning the foundational skills of reading and math. It is important to understand how computing can influence the development of these skills. While some argue that learning computing sharpens problem-solving skills that are applicable to other subjects, evidence supporting this belief is thin.
In a quasi-experimental study of fourth-grade (ages 9-10) students, we compared state reading and math test scores of students receiving computing instruction with students who did not. Our findings demonstrated that a more open-ended, less scaffolded form of computing instruction was linked to performance gains in math, but not in reading (๐น (2, 232) = 11.08, ๐ < .01, ๐๐2 = .0625). When looking at students who face academic challenges that can impact reading and math, the same trend applied to students with economic disadvantages and students with limited English proficiency, but not for students with disabilities. These results suggest that moderately scaffolded computing instruction supports the development of skills applicable to math, a step towards better understanding the relationship between learning opportunities in computing and outcomes in other subjects.
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- NSF-PAR ID:
- 10256866
- Date Published:
- Journal Name:
- The 52nd ACM Technical Symposium on Computer Science Education (SIGCSE โ21)
- Page Range / eLocation ID:
- 408 to 414
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3430665.3456313
