Increasing Students' Persistence in Computer Science through a Lightweight Scalable Intervention
Increasing Students' Persistence in Computer Science through a Lightweight Scalable Intervention
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通过轻量级可扩展的干预提高学生对计算机科学的坚持
DOI：
10.1145/3502718.3524815
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Barnes, Tiffany
中科院分区：
文献类型：
--
作者：
Akram, Bita;Fisk, Susan;Yoder, Spencer;Hunt, Cynthia;Price, Thomas;Battestilli, Lina;Barnes, Tiffany
研究表明，对能力的高度自我评估、归属感和职业角色信心对于学生坚持计算至关重要。由于计算机科学入门课程的成绩往往低于其他课程，因此必须为学生提供有关他们在这些课程中表现的情境反馈。在COVID期间，当许多课程转移到网上，教师和学生互动的机会减少时，为学生提供明确和情境化的反馈尤为重要。在这项研究中，我们调查了一个轻量级的，可扩展的干预措施，学生在学期中的两个主要任务后，从他们的导师那里获得个性化的，情境化的反馈。每次干预后，我们收集调查数据，以评估学生的自我评估计算能力，归属感，意图坚持计算，专业角色的信心，并表示打算追求计算机科学专业的可能性。为了分析我们的干预措施的有效性，我们对学生的调查结果进行了线性回归和中介分析。我们的研究结果表明，为学生提供个性化的反馈可以显着提高他们的自我评估的计算能力，这将显着提高他们的意图，坚持计算。此外，我们的研究结果表明，我们的干预可以显着提高学生的归属感，专业角色的信心，并表示打算从事计算机科学专业的可能性。
Research has shown that high self-assessment of ability, sense of belonging, and professional role confidence are crucial for students' persistence in computing. As grades in introductory computer science courses tend to be lower than other courses, it is essential to provide students with contextualized feedback about their performance in these courses. Giving students unambiguous and con- textualized feedback is especially important during COVID when many classes have moved online and instructors and students have fewer opportunities to interact. In this study, we investigate the effect of a lightweight, scalable intervention where students received personalized, contextualized feedback from their instructors after two major assignments during the semester. After each intervention, we collected survey data to assess students' self-assessment of computing ability, sense of belonging, intentions to persist in computing, professional role confidence, and the likelihood of stating intention to pursue a major in computer science. To analyze the effectiveness of our intervention, we conducted linear regression and mediation analysis on student survey responses. Our results have shown that providing students with personalized feedback can significantly improve their self-assessment of computing ability, which will significantly improve their intentions to persist in computing. Furthermore, our results have demonstrated that our intervention can significantly improve students' sense of belonging, professional role confidence, and the likelihood of stating an intention to pursue a major in computer science.
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