Promoting intentions to persist in computing: an examination of six years of the EarSketch program. Issue 4 (1st October 2020)

• Record Type: Journal Article
• Authors: Wanzer, Dana Linnell; McKlin, Tom; Freeman, Jason; Magerko, Brian; Lee, Taneisha
• Is Part Of: Computer science education. Volume 30:Issue 4(2020)
• Page Start: 394
• Page End: 419
• Publication Date: 2020-10-01
• Subjects: Persistence -- computer science -- computer science education; Computer science -- Study and teaching -- Periodicals; 004
• DOI: 10.1080/08993408.2020.1714313
• Languages: English
• ISSNs: 0899-3408

Abstract

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.