{"id":67,"date":"2016-09-09T01:59:15","date_gmt":"2016-09-09T01:59:15","guid":{"rendered":"http:\/\/amanyadav.org\/CSEER\/?p=67"},"modified":"2018-01-03T18:39:39","modified_gmt":"2018-01-03T18:39:39","slug":"cs-education-icer2016","status":"publish","type":"post","link":"https:\/\/amanyadav.org\/CSEER\/cs-education-icer2016\/","title":{"rendered":"Computer Science education reserach @ICER"},"content":{"rendered":"

Alex Lishinski, Jon Good, and I presented two papers at International Computing Educational Research Conference\u00a0in Melbourne, Australia.<\/p>\n

In the first paper “Learning to Program: Gender Differences and Interactive Effects of Students\u2019 Motivation, Goals\u00a0and Self-Efficacy on Performance<\/a>“, Alex will present results from an empirical on examining CS1 students along\u00a0dimensions of self-regulated learning, and exploring the relationships between these dimensions and\u00a0course outcomes. 346\u00a0students in an introductory programming course completed measures to assess their\u00a0self-efficacy,\u00a0metacognitive self-regulation, intrinsic goal orientation, extrinsic goal orientation, performance on code writing assignments, and\u00a0performance on multiple choice exams. A path analysis model was created, and the results of the model showed that the best predictor\u00a0of student exam and project performance in CS1 was self-efficacy. Furthermore, the results of the study exhibited\u00a0evidence for a\u00a0reciprocal self-efficacy “feedback loop” in which student self-efficacy beliefs influence their\u00a0course performance which later influences their self-efficacy beliefs which influence\u00a0later performance. A correlation analysis also demonstrated\u00a0interesting results by gender. While both\u00a0genders experienced the self-efficacy feedback loop process, in which self-efficacy beliefs become more accurate, this process\u00a0appears to happen more quickly with female students than with male students. This suggests that female students internalize\u00a0performance feedback more quickly than do male students. These results are interesting because they show the importance of self-efficacy in the learning process and that self-efficacy is\u00a0not a static student characteristic, but one that is continually changing, and in different ways for different groups of students.<\/p>\n

In the second paper\u00a0“Methodological Rigor and Theoretical Foundations of CS Education Research<\/a>“, Jon will present a literature review\u00a0of recent CS Education publications. The\u00a0paper details the results of a literature review of papers from the journal Computer Science\u00a0Education and the proceedings of the ICER conference from the years 2012-2015. The review focuses on two main elements of the\u00a0research presented in these papers. First, papers were examined for the extent to which they made use of theoretical frameworks\u00a0from outside of computer science education, in particular, from education, psychology, and other social sciences. Second, the papers\u00a0were examined for the rigor\u00a0of methodological approaches using a number of indicators. The study found that, compared to previous research, recent publications in computer science education are making greater use of theory from outside the CS ED field, but the particular methodological approaches being used are no more\u00a0rigorous than in results from a decade earlier.<\/p>\n

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\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Alex Lishinski, Jon Good, and I presented two papers at International Computing Educational Research Conference\u00a0in Melbourne, Australia. In the first paper “Learning to Program: Gender Differences and Interactive Effects of Students\u2019 Motivation, Goals\u00a0and Self-Efficacy on Performance“, Alex will present results from an empirical on examining CS1 students along\u00a0dimensions of self-regulated learning, and exploring the relationships […]<\/p>\n","protected":false},"author":1,"featured_media":120,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"nf_dc_page":"","_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[8,6],"tags":[],"class_list":{"0":"post-67","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-publication","8":"category-research","9":"czr-hentry"},"jetpack_featured_media_url":"https:\/\/i0.wp.com\/amanyadav.org\/CSEER\/wp-content\/uploads\/2016\/09\/IMG_4536-e1514949252581.jpg?fit=1909%2C1509&ssl=1","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/posts\/67","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/comments?post=67"}],"version-history":[{"count":6,"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/posts\/67\/revisions"}],"predecessor-version":[{"id":131,"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/posts\/67\/revisions\/131"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/media\/120"}],"wp:attachment":[{"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/media?parent=67"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/categories?post=67"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/amanyadav.org\/CSEER\/wp-json\/wp\/v2\/tags?post=67"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}