Title:
Promoting Intentions to Persist in Computing: An Examination of Six Years of the EarSketch Program

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dc.contributor.author Wanzer, Dana Linnell
dc.contributor.author McKlin, Thomas (Tom)
dc.contributor.author Freeman, Jason
dc.contributor.author Magerko, Brian
dc.contributor.author Lee, Taneisha
dc.contributor.corporatename Georgia Institute of Technology. Center for Music Technology en_US
dc.contributor.corporatename Georgia Institute of Technology. Center for Education Integrating Science, Mathematics, and Computing en_US
dc.date.accessioned 2020-06-18T21:41:40Z
dc.date.available 2020-06-18T21:41:40Z
dc.date.issued 2020-01-21
dc.description This is a postprint (accepted manuscript) of an article published by Taylor & Francis in Computer Science Education on January 2020, available online: http://www.tandfonline.com/10.1080/08993408.2020.1714313 en_US
dc.description.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. en_US
dc.description.sponsorship National Science Foundation (U.S.) en_US
dc.embargo.terms 2022-01-28
dc.identifier.citation Dana Linnell Wanzer, Tom McKlin, Jason Freeman, Brian Magerko & Taneisha Lee (2020) Promoting intentions to persist in computing: an examination of six years of the EarSketch program, Computer Science Education, DOI: 10.1080/08993408.2020.1714313 en_US
dc.identifier.doi 10.1080/08993408.2020.1714313 en_US
dc.identifier.issn 0899-3408 (Print)
dc.identifier.issn 1744-5175 (Online)
dc.identifier.uri http://hdl.handle.net/1853/62957
dc.language.iso en_US en_US
dc.publisher Georgia Institute of Technology en_US
dc.publisher.original Taylor & Francis en_US
dc.subject Persistence en_US
dc.subject Computer science en_US
dc.subject Computer education program en_US
dc.title Promoting Intentions to Persist in Computing: An Examination of Six Years of the EarSketch Program en_US
dc.type Text
dc.type.genre Article
dspace.entity.type Publication
local.contributor.author Freeman, Jason
local.contributor.author Magerko, Brian
local.contributor.corporatename College of Design
local.contributor.corporatename School of Music
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relation.isOrgUnitOfPublication 92d2daaa-80f2-4d99-b464-ab7c1125fc55
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