Individual Submission Summary
Share...

Direct link:

Poster #171 - Coding as a Second Language: Engaging Latino Youth in Computer Programming Pilot Study

Thu, March 21, 12:30 to 1:45pm, Baltimore Convention Center, Floor: Level 1, Exhibit Hall B

Integrative Statement

Background Information on Coding as a Second Language (CSL)
According to the National Center for Education Statistics (2016), Hispanic students remain underrepresented nationally among students who complete a bachelor’s degree in Science, Technology, Engineering, and Mathematics (STEM) fields. In particular, these students often do not have access to programming classes, high-level computer work, or developing technologies (Fancsali, Tigani, Isaza & Cole, 2018; Wolf, 2015). This dearth of Hispanic workers also exists in STEM-related occupations nationwide (Beede et al., 2011). It is critical to provide opportunities for Hispanic students to participate in computer science training in elementary and middle school grades to begin to build a pathway to STEM fields for underrepresented groups. This includes creating opportunities for students to actively engage in introductory workshops to build coding literacy and set a strong foundation for future success.
The CSL program is bilingual, focuses on underserved, Hispanic-populated communities, and brings meaningful computer science education to elementary, middle, and high school students. However, the program and the potential extent of its impact need examination, which is the goal of this pilot study.
Pilot Results: Preliminary Evidence of Effectiveness of CSL Academies
Following CSL academy programs, youth were invited to complete a survey about their experience and future plans. A sample of 287 youth completed the survey (56% male). Overall, most (90%) reported that their coding skills had improved, with the majority (57%) reporting moderate to significant improvements. Over 75% reported acquiring at least some knowledge of programming skills. Further, while most students reported themselves as a beginner (58%), almost a third (29%) reported themselves at an intermediate or higher level of programming knowledge. In addition to perceiving increases in coding skills, the youth reported positive attitudes towards the workshops. Almost 75% reported looking forward to the sessions, 80% reported the class environment as comfortable, and 93% rated the course as moderately enjoyable (5.50) or better (range: 1-10; overall M=8.36, SD = 1.65). Moreover, a high level of students perceived the instructor as enthusiastic about the course (86%). In sum, the high majority of students involved in the CSL academy programs enjoyed the experience and reported an increase in coding skills. Further, many understood the reasoning behind coding behaviors (76%) and at least half (42-64%) were able to define key coding terms. Those with greater understanding, as well as those with greater enjoyment, reported a higher level of coding self-efficacy, r (257)=.23, p<.001 and r(259)=.26, p<.001, respectively.
Overall, students enjoyed the workshop, increased self-efficacy regarding coding skills, and 90% or more reported a desire to recommend the program to a friend and/or take the program again in the future. In addition, 84% reported a plan to consider a career in computer science, while 86% plan to continue practicing coding. Unfortunately, only 62% reported consistent access to resources to continue their coding skills. Gender differences also ensued, with males reporting higher knowledge of CSS, t(248.57)=-2.02, p=.045, and greater likelihood of practicing and pursuing a career in computer science, t(285)=-3.32, p=.001.

Authors