Tuesday, March 14
4:45 PM-5:15 PM
CDT
Astor Ballroom 3

Student Computer Science Self-efficacy, Interest, and Task Value in Grades K-8

Full Paper (F2F) ID: 61934
  1. aaa
    Gwen Nugent
    University of Nebraska-Lincoln
  2. Keting Chen
    California State University San Bernardino
  3. Donger Liu
    University of Nebraska-Lincoln

Abstract: This research focused on documenting student computer science (CS) interest, value, and self-efficacy across K-8 grade levels. It also examined differences between various student subgroups. The research questions were: 1. Are there differences in K-8 students’ ratings of CS interest, task value, and self-efficacy? 2. How does interest, task value, and self-efficacy change across grades K-8? 3. Are there differential effects depending on student gender, ethnicity, and locale (rural/urban)? Results showed a continuing decline in the three student outcomes across grades, mirroring the larger body of STEM research. Students’ perception of the value of computer science was significantly higher than their interest, which in turn was higher than their self-efficacy. This result suggests that student recognize the importance of CS and find it fun, but not easy. Moderation results showed no gender differences at the elementary level, but significantly higher middle school results for males on CS interest and self-efficacy. Ethnicity findings tended to favor majority (white) students, with the exception that grade 6 – 8 minority students had significantly higher interest ratings. Urban students had significantly higher results for all three outcomes at grades K-3 and 6 -8. The research extends research documenting the decrease of adolescent student STEM interest by focusing specifically on computer science and including results at the elementary level.

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