A Longitudinal Examination of Students: Computational Thinking in an After-School Computing Program

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Abstract

In this work we examine how repeated participation in an after-school computing program influence student learning of computational thinking concepts. We also examine gender differences in learning outcomes. The program was developed through a school-university partnership. Data were collected from 138 students over a period of five consecutive semesters. Data sources included pre-post content assessments of computational concepts related to programming in addition to computational artifacts developed by 33 participants. Data were analyzed using statistical methods to identify gains in pre and post knowledge and examine potential gender differences. Results have implications for the design of after school computing programs that help broaden participation in computing.

Authors

• Chrystalla Mouza, University of Illinois at Urbana-Champaign

• Yi-Cheng Pan, University of Delaware

• Hui Yang, University of Delaware

• Lori Pollock, University of Delaware