Document Type
Conference Paper
Journal/Book Title/Conference
2024 Annual Meeting of the American Educational Research Association
Location
Philadelphia, PA
Publication Date
4-2024
Award Number
NSF, Division of Research on Learning in Formal and Informal Settings (DRL) 2031382 and 2031404
Award Title
Collaborative Research: Supporting Rural Paraprofessional Educators and their Students with Computer Science Professional Learning and Expansively Framed Curriculum
Funding Agency
National Science Foundation, Division of Research on Learning in Formal and Informal Settings (DRL)
First Page
1
Last Page
11
Abstract
This paper presents a novel approach for predicting the outcomes of elementary students’ participation in computer science (CS) instruction by using exit tickets, a type of practical measure, where students provide rapid feedback on their instructional experiences. Such feedback can help teachers to inform ongoing teaching and instructional practices. We fit a Structural Equation Model to examine whether students' perceptions of enjoyment, ease, and connections between mathematics and CS in an integrated lesson predicted their affective outcomes in self-efficacy, interest, and CS identity, collected in a pre- post- survey. We found that practical measures can validly measure student experiences.
Recommended Citation
Shehzad, U., Recker, M.M., Clarke-Midura, J.E. (2024, April). Exploring Practical Measures as an Approach for Measuring Elementary Students’ Attitudes Towards Computer Science. Proceedings of the 2024 Annual Meeting of the American Educational Research Association. AERA 2024, Philadelphia, Pennsylvania.
Comments
This work was supported by National Science Foundation Grant no. 2031382 and 2031404. Opinions, findings, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the funding agency. We thank the participating teachers and students.