The Impact of Prior Programming Experiences and Attitudes on Computer Science Concepts Learning

• In Event: Marriott Roundtable Session 7
  In Roundtable Session: Engineering and Computer Science Attitudes and Identity Development

Abstract

This study examined the relationship between middle grades students’ self-reported previous programming experience, computer science (CS) attitudes, and level of CS conceptual understanding after participation in a weeklong computational modeling activity. Path analysis through structural equation modeling was used to generate a statistical model and to answer the hypotheses. The findings revealed no significant direct effect of students’ previous programming experience on their level of CS conceptual understanding. Instead, this relationship was mediated through students’ attitudinal beliefs. Moreover, the findings showed significant effects of students’ CS attitudes and pre-CS concept scores on their improved understanding of CS concepts. These findings indicate that students’ attitudes towards CS should be a core focus of any middle grades programming or CS curriculum.

Authors

• Arif Rachmatullah, SRI International

• Eric N. Wiebe, North Carolina State University

• Danielle Cadieux Boulden, Code.org

• Jennifer K. Houchins, North Carolina State University

• Bita Akram, North Carolina State University

• Bradford Mott, North Carolina State University

• Kristy E Boyer

• James Lester, North Carolina State University