Enhancing Computer Science Education for K–2 Students: Insights From a Randomized Controlled Trial

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Identity, Agency, and Cultural Relevance in Computing and Engineering Education (Table 18)

Abstract

In this study, we conducted a randomized controlled trial to examine the effectiveness of a computer science (CS) curriculum, Coding as Another Language-ScratchJr (CAL-ScratchJr) on the programming and computational thinking skills for students from kindergarten to second grade classrooms. Using multilevel modeling regression analysis with a sample of 1057 students, we found that the CAL-ScratchJr curriculum was effective in improving students’ programming skills but no significant differences were detected for students’ computational thinking skills. These findings shed light on the educational efficacy of CAL-ScratchJr as a promising CS curriculum for young children. Implications on policy and future research were also discussed in the paper.

Authors

• Dandan Yang, Boston College

• Marina U. Bers, Boston College