Title:
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
Author(s)
Wanzer, Dana Linnell
McKlin, Thomas (Tom)
Freeman, Jason
Magerko, Brian
Lee, Taneisha
McKlin, Thomas (Tom)
Freeman, Jason
Magerko, Brian
Lee, Taneisha
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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.
Sponsor
National Science Foundation (U.S.)
Date Issued
2020-01-21
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Article