Exploring factors that influence computer science introductory course students to persist in the major

Abstract

This paper describes an exploratory study to identify which environmental and student factors best predict intention to persist in the computer science major. The findings can be used to make decisions about initiatives for increasing retention. Eight indices of student characteristics and perceptions were developed using the research-based Student Experience of the Major Survey: student-student interaction; student-faculty interaction; collaborative learning opportunities; pace/workload/prior experience with programming; teaching assistants; classroom climate/pedagogy; meaningful assignments; and racism/sexism. A linear regression revealed that student-student interaction was the most powerful predictor of students' intention to persist in the major beyond the introductory course. Other factors predicting intention to persist were pace/workload/prior experience and male gender. The findings suggest that computer science departments interested in increasing retention of students set structured expectations for student-student interaction in ways that integrate peer involvement as a mainstream activity rather than making it optional or extracurricular. They also suggest departments find ways to manage programming experience gaps in CS1.

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

“…These seemingly small events may also cumulatively lead to students feeling like they do not belong in an environment [112]. For example, feeling supported by one's peers (an aspect of belonging) was the strongest contributor to student persistence in a study of CS majors [113]. This impaired sense of belonging in STEM for women can predict their interest in continuing to pursue STEM careers [76,79].…”

Integrating fantasy role-play into the programming lab

“…There, novice designers are immersed in a series of story-driven scenarios while they learn basic concepts and skills before proceeding onto more practical design activities. While the latter tool addresses games design, rather than programming, a similar approach could effectively prepare students for creative programming activities, as in [13]-but conveying preparatory material in an engaging manner, rather than using just-in-time delivery where the pace can be uncomfortable for some students, which is undesirable [1]. Thus, to what extent could the application of fantasy role-play contribute to the development of academic self-concept?…”

Integrating students' prior knowledge into pedagogy

“…No known factors predict success (see [9] for a review) and researchers argue that differences in "innate talent for programming" [5] or differences in "a fundamental ability" [7] cause the observed bimodal distribution of grades (reported by [2] [6] [7] and [8]). While many initiatives seek to provide more students access to computer science, particularly women and minorities, even prominent members in this equity focused community claim that "Introductory classes should weed students out based on ability and potential" [1]. The focus on static features of intelligence [4], such as "innate talent" [5], "fundamental ability" [7], and "ability and potential" [1], obscures opportunities to develop pedagogy that will help all students be more successful and in the worst case a focus on static features can be used to justify and perpetuate low representation of women and minorities in computer science.…”