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This study examined student learning outcomes from a middle school computer science (CS) curriculum developed through a researcher and practitioner partnership (RPP) project. The curriculum is based on students creating mobile apps that serve community and social good. We collected two sets of data from 294 students in three urban districts: (1) pre- and post-survey responses on their learning experiences and attitudes toward learning CS and creating community-serving apps; (2) the apps created by those students. The analysis of student apps indicated that students were able to create basic apps that connected with their personal interests, life experiences, school community, and the larger society. Students were significantly more confident in coding and creating community-focused apps after completing the course, regardless of gender, race/ethnicity, and grade. However, their interest in solving coding problems and continuing to learn CS decreased afterward. Analyses of students’ attitudes by gender, grade, and race/ethnicity showed significant differences among students in some groups. Seventh-grade students rated more positive on their attitudes than eighth graders. Students identifying with different race/ethnicity groups indicated significantly different attitudes, especially students identifying as Southeast Asian, Black/African American, and Hispanic/Latino. Self-identified male students also reported stronger interest and more positive attitudes overall than self-identified female students. Students also reported positive experiences in learning how to create real apps serving their community, while there were disparities in their experiences with coding in general and some of the instructional tools used in the class.
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Student computer science self-efficacy, interest, and task value in grades K-8
This research focused on documenting student computer science (CS) interest, value, and self-efficacy across K-8 grade levels. It also examined differences between various student subgroups. The research questions were: Are there differences in K-8 students’ ratings of CS interest, task value, and self-efficacy? How does interest, task value, and self-efficacy change across grades K-8? Are there differential effects depending on student gender, ethnicity, and locale (rural/urban)? Results showed a continuing decline in the three student outcomes across grades, mirroring the larger body of STEM research. Students’ perception of the value of computer science was significantly higher than their interest, which in turn was higher than their self-efficacy. This result suggests that student recognize the importance of CS and find it fun, but not easy. Moderation results showed no gender differences at the elementary level, but significantly higher middle school results for males on CS interest and self-efficacy. Ethnicity findings tended to favor majority (white) students, with the exception that grade 6 – 8 minority students had significantly higher interest ratings. Urban students had significantly higher results for all three outcomes at grades K-3 and 6 -8. The research extends research documenting the decrease of adolescent student STEM interest by focusing specifically on computer science and including results at the elementary level.
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- Award ID(s):
- 1837476
- PAR ID:
- 10545536
- Publisher / Repository:
- Association for the Advancement of Computing in Education (AACE)
- Date Published:
- ISBN:
- 978-1-939797-68-1
- Page Range / eLocation ID:
- 59-64
- Format(s):
- Medium: X
- Location:
- New Orleans, LA
- Sponsoring Org:
- National Science Foundation
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