(Georgia Institute of Technology, 2020-01-21)
Wanzer, Dana Linnell; McKlin, Thomas (Tom); Freeman, Jason; Magerko, Brian; Lee, Taneisha
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.