Promoting intentions to persist in computing: an examination of six years of the EarSketch program
Promoting intentions to persist in computing: an examination of six years of the EarSketch program
复制标题
促进坚持计算的意愿：对 EarSketch 计划六年的考察
DOI：
--
复制
发表时间：
2020
影响因子：
2.7
通讯作者：
Taneisha Lee
中科院分区：
文献类型：
--
作者：
D. Wanzer;Tom Mcklin;Jason Freeman;Brian Magerko;Taneisha Lee
抽象背景：Earsketch是一项计划，以促进各种学生人数的计算机科学持续存在：测试Earsketch在促进持续意图的有效性，尤其是在女学生和代表性不足的少数群体中 - 进行了Analyses，结构方程建模，多级建模和定性分析，以研究如何参与耳嘴和其他因素，以及其他因素会影响学生坚持计算的意图：学生显着提高了他们的意图，以持续持续计算。 40 [.25,54]，但是在五个准实验研究中，与不在ersketch的学生相比，Earsketch的学生没有显着差异，G = .08 [ - 。07，.23]对计算的态度和Earsketch环境的真实性明显地预测了持续计算的意图：参与计算机科学教育可以提高学生在编程中的意图，而Earsketch就是一个可以帮助这些意图的程序。
ABSTRACT Background and Context: EarSketch was developed as a program to foster persistence in computer science with diverse student populations. Objective: To test the effectiveness of EarSketch in promoting intentions to persist, particularly among female students and under-represented minority students. Method: Meta-analyses, structural equation modeling, multi-level modeling, and qualitative analyses were performed to examine how participation in EarSketch and other factors affect students’ intentions to persist in computing. Findings: Students significantly increased their intentions to persist in computing, g = .40[.25,54], but examination within just the five quasi-experimental studies did not result in a significant difference for students in EarSketch compared to students not in EarSketch, g = .08[−.07, .23]. Student attitudes towards computing and the perceived authenticity of the EarSketch environment significantly predicted intentions to persist in computing. Implications: Participation in computer science education can increase students’ intentions to persist in programming, and EarSketch is one such program that can aid in these intentions.