ERIC Number: EJ1414858
Record Type: Journal
Publication Date: 2024
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0899 3408
EISSN: EISSN-1744-5175
Charting a Path for Growth in Middle School Students' Attitudes toward Computer Programming
Teresa M. Ober; Ying Cheng; Meghan R. Coggins; Paul Brenner; Janice Zdankus; Philip Gonsalves; Emmanuel Johnson; Tim Urdan
Computer Science Education, v34 n1 p4-36 2024
Background and Context: Differences in children's and adolescents' initial attitudes about computing and other STEM fields may form during middle school and shape decisions leading to career entry. Early emerging differences in career interest may propagate a lack of diversity in computer science and programming fields. Objective: Though middle school is recognized as a formative period in the development of career interest, there appears to be a gap in research considering growth disparities in students' attitudes towards computer programming. We examine outcomes related to students' use of an e-learning platform designed to promote exposure to computer science content. We consider growth in middle school students' attitudes towards computer programming during an academic year while controlling for variation in key baseline factors. Method: We tracked growth in attitudes towards computer programming among middle school students (N = 610; M[subscript age] = 12.07) in schools serving underrepresented minority (URM) students (74.7% URM) during an academic year in which they used an online platform curating computer programming educational content. Findings: We found baseline differences in students' interest and aspirations toward computer programming on the basis of gender and underrepresented status, after controlling for math attitudes. There was evidence of initial growth in all four domains of computer programming attitudes, irrespective of gender or underrepresented status. Implications: These findings provide a framework for studying changes in students' computer programming attitudes, which may help in addressing workforce participation disparities. Future work is needed to promote early computer programming attitudes among all students. [This article was written with Curated Pathways to Innovation.]
Descriptors: Middle School Students, Student Attitudes, Computer Science Education, STEM Education, Minority Group Students, Technology Uses in Education, Student Interests, Gender Differences, Racial Differences, Mathematics Education, Self Efficacy, Grade 6, Grade 7, Grade 8, Programming
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 6; Intermediate Grades; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: 1852457