Background and Context: EarSketch was developed as a program to foster persistence in computer science with diverse student populations.Objective: To test the effectiveness of EarSketch in promoting intentions to persist, particularly among female students and under-represented minority students.Method: Meta-analyses, structural equation modeling, multi-level modeling, and qualitative analyses were performed to examine how participation in EarSketch and other factors affect students' intentions to persist in computing.
Findings:Students significantly increased their intentions to persist in computing, g=.40 [.25,54], but examination within just the five quasi-experimental studies did not result in a significant difference for students in EarSketch compared to students not in EarSketch, g=.08 [-.07, .23].Student attitudes towards computing and the perceived authenticity of the EarSketch environment significantly predicted intentions to persist in computing.Implications: Participation in computer science education can increase students' intentions to persist in programming, and EarSketch is one such program that can aid in these intentions.
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